Charter Schools Are Best Marketed As Innovative Labs, Not Competitors, To Public Schools

October 2, 2000

Philadelphia, Pa. -- Proponents of charter schools can make their task easier by adopting a policy of collaboration, instead of confrontation, with the public schools, according to a Penn State researcher.

"Charter schools can actually benefit public schools by serving as laboratories for innovative teaching methods and by relieving overcrowded conditions," notes Dr. Addie M. Johnson, assistant professor of curriculum and instruction at Penn State's Great Valley Campus, near Philadelphia.

Johnson is author of the paper, "Sustainability Predictions For Charter Schools in the New Millenium: A Pennsylvania Focus," presented recently at the American Education Research Association (AERA) conference in New Orleans. Her study is based on two years of research.

Unlike the public schools, charter schools are able to design and pursue their own educational vision, without having to adhere to all state regulations, says Johnson, who has 32 years of experience as public school teacher and principal.

For instance, charter schools enjoy much more freedom in formulating curricula and class schedules, including year-long classes. Charter schools also rely much more on parental involvement in coordinating student activities and supporting classroom learning opportunities. Furthermore, they can employ a certain percentage of non-certified persons from business and industry who have special expertise in technology and other areas.

"Indeed, one of the most outstanding features of charter schools is in their establishment of new partnerships with community organizations, agencies, business corporations and local universities," Johnson adds.

"Some parents elect to transfer their children to charters in the hope that a smaller and presumably safer setting, a more caring staff and individualized instruction will enhance student achievement and assure future economic stability," says Johnson. "Other parents view charter schools as better able to help at-risk students, including those in special education."

Nevertheless, supporters should not allow charter schools to be perceived as adversaries to the existing public school districts in their local community.

"There are several ways in which charter schools can work in tandem with public schools," Johnson says. "First, they can be used to pilot innovative teaching techniques which can shared in turn with public school districts. Second, they can be laboratories for new forms of accountability, contracts and service delivery. Finally, charters can relieve district overcrowding by providing additional space, thus alleviating the necessity of major capital building investments."

Johnson was a teacher for 20 years, then a principal at two different elementary schools in Philadelphia for 12 years. As an elementary school administrator, she took particular interest in integrating special education children into every aspect of the school community.

"Charter schools will serve the needs of teachers, students and parents who desire the freedom to engage in innovative and experimental approaches to teaching and learning," she says.

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Contacts:

Paul Blaum (814) 865-9481 (o)

Vicki Fong (814) 865-9481 (o)/ (814) 238-1221 (h)

EDITORS: Dr. Johnson is at (610) 648-3284 and at by email.