<< The Body Politic

Why charters?

Tuesday, January 29th, 2013

Source National School Choice WeekThe third-annual National School Choice Week officially kicked off earlier this week, with over 3,600 events planned across the United States to bring attention to and advocate for more educational options for students and families. (Click here to see what school choice events are happening near you.) As the nation turns its attention to school choice, it’s  a good time to take a look at how charter schools are approaching civic education.

The Program on American Citizenship has published two reports so far in our series of in-depth case studies that examine how different charter schools are teaching citizenship. In the first, AEI’s Daniel Lautzenhesier and Andrew P. Kelly take a look at the Democracy Prep Charter School network in New York City; in the second, Joanne Jacobs examines the character education at National Heritage Academies. And tomorrow, we will be releasing our third case study: “Making Americans: UNO Charter Schools and Civic Education,” by Teaching America editor David Feith.

But why charter schools? As Robin Lake and Cheryl Miller note in their report last year, Strengthening the Civic Mission of Charter Schools, “Charter schools provide an intriguing opportunity to rethink the role of public schools in preparing students to become informed and engaged participants in the American political system. As public schools of choice, charter schools are freed from many rules and regulations that can inhibit innovation and improvement. They can readily adopt best practices in civic education and encourage (or even mandate) extracurricular activities to enhance civic learning. With their decentralized approach to administration, they can allow parents and students a far greater role in school governance than they would have in traditional public schools.”

They continue:

In exchange for that flexibility, charter schools must define a clear mission and performance outcomes for themselves. In service of their chosen missions, high-performing charters seek to forge a transformative school culture for their students—expressed in slogans on hallway placards, banners, and T-shirts, and heard in chants, ceremonies, and codes of conduct. Successful charters create a culture in which everyone associated with the school is united around a common mission, enabling them to articulate goals and aspirations that might otherwise be hampered by constituency politics and parental objections. Charter school leaders can (and do) speak forthrightly about the need to teach students good social skills, instill among their pupils a sense of community, and encourage students to make positive change in the world.

This unique autonomy coupled with a strong mission orientation would seem to be a winning combination for civic education. Yet, even as charter schooling has been at the forefront of education reform efforts, we know remarkably little about how these schools approach this critical dimension of education. What have charter schools done with the opportunity to rethink civic education? Are there lessons to be learned? Are there challenges that impede their ability to teach citizenship?

[…]

Because they have greater autonomy and tend to attract innovative educators, charters can experiment with new methods and strategies that, if proven effective, can be adopted by the larger public school system. Charters have a potentially powerful role to play as trendsetters for civic learning and can remind educators and policymakers of the many purposes of the schoolhouse.

Strengthening civic education in charter schools may be all the more important given the student population served by many charters. Just as an achievement gap exists in reading and math, so too does a civic achievement gap. Harvard researcher Meira Levinson notes that “as early as fourth grade and continuing into the eighth and twelfth grades, poor, African-American, and Hispanic students perform significantly worse on the civics test of the National Assessment of Educational Progress (NAEP) than white, Asian, and middle-class students.” Other studies have found that disadvantaged students have fewer opportunities to take civics courses and engage in civic activities.

Charter schools serve exactly these students. According to the National Alliance for Public Charter Schools, charters serve a higher percentage of minority students and students from low-income families than other public schools. Giving these students the knowledge, skills, and habits to participate in civic life would seem to be a key priority, deeply connected to the obviously important vocational and professional goals that charter schools have set for themselves.

Fortunately, a number of charter school leaders are giving serious thought to the question of civic education. Newer entrants to the charter school arena have made citizenship and civic education their organizing theme and mission, including Democracy Prep Public Schools (opened in August 2006), the United Neighborhood Organization (UNO) Charter School Network (2004), and the pioneering César Chávez Public Charter Schools for Public Policy (1998). Prominent charter leaders, such as Mike Feinberg at KIPP, are speaking out about charter schools’ civic mission and are working to introduce and enhance citizenship education curricula.

The current focus on basic academic skills is hardly unreasonable; indeed, given the problems that mark American education today, it is absolutely essential. Yet an otherwise healthy emphasis has also dramatically narrowed our understanding of the purposes of education. By characterizing education primarily as the path to personal and professional advancement, reformers have (albeit unintentionally) redefined education as a private good, divorcing schooling from its historic role of instructing young people for citizenship.

Click here to continue reading Strengthening the Civic Mission of Charter Schools, and visit our home page on Teaching Citizenship in Charter Schools here.

AEI