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This report presents and analyzes data from the 2004-05 school year related to the characteristics of charter schools in Colorado, including student achievement and school performance. The purpose, methodology and growth of charter schools in the state is discussed, followed by an overview of the background and mandates of the Colorado Charter School Act. Characteristics of charter school, charter school students are reported, followed by charter school performance, by reading, writing, math, science assessments. Information on teachers, salaries, administrators and oversight is included. Renewals and closures, and operational issues are presented. A summary and look ahead is included: charter schools are anticipated to continue as part of the educational landscape, with a range of opinion regarding acceptance as part of the educational mainstream, and potential organizational changes. Recommendations are clustered into three categories: (1) System recommendations, for the state legislators and educational system as a whole, include creating university programs for charter school leaders, providing competitive wages in the charter system, and implementation and funding for on-the-job charter training; (2) Authorizer recommendations for school districts include development of and training in best practices with potential networking between districts, more information from and collaboration with District Assessment Coordinators (DAC), possible standardization of calendars and reports, and clarification of fee schedules; and (3) Individual school recommendations reiterate the need to work with DACs, fee schedules, consistency of record keeping, and of balancing selectivity versus moving forward. Evaluation study request for data is appended. (Contains 95 endnotes and 31 tables.).
When charter schools first arrived on the American educational scene, few observers suspected that within two decades thousands of these schools would be established, serving almost a million and a half children across forty states. The widespread popularity of these schools, and of the charter movement itself, speaks to the unique and chronic desire for substantive change in American education. As an innovation in governance, the ultimate goal of the charter movement is to improve learning opportunities for all students—not only those who attend charter schools but also students in public schools that are affected by competition from charters. In The Charter School Experiment, a select group of leading scholars traces the development of one of the most dynamic and powerful areas of education reform. Contributors with varying perspectives on the charter movement carefully evaluate how well charter schools are fulfilling the goals originally set out for them: introducing competition to the school sector, promoting more equitable access to quality schools, and encouraging innovation to improve educational outcomes. They explore the unintended effects of the charter school experiment over the past two decades, and conclude that charter schools are entering a new phase of their development, beginning to serve purposes significantly different from those originally set out for them.