Charter Schools: From Reform Imagery to Reform Reality by Jeanne M. Powers (auth.)

By Jeanne M. Powers (auth.)

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In general, schools of choice tend to attract the most involved parents and students in a community regardless of socioeconomic status (Powers and Cookson, 1999), which could influence teachers’ perceptions of their students and families. Likewise, charter schools could also be attracting teachers who are more committed to their schools’ missions, educational approaches, and/or student populations, which may in turn influence their perceptions of their school climates. 6 indicated, charter schools tend to be smaller than conventional public schools, which may also explain why charter school teachers’ tend to have more positive perceptions of their school climates.

Seventy four percent of the students attending conventional public schools in Michigan were white compared to 35 percent of charter school students. 4 indicates, most charter schools were located in urban areas. S. Census. The same figures for conventional public schools are 26 percent and 35 percent, respectively. Likewise, compared to conventional public schools, a much lower percentage of charter schools were located in rural areas (15 percent of charter schools compared to 29 percent of conventional public schools).

10). However, the overall number of schools of this type is relatively low. Only 13 percent of charter schools and 6 percent of conventional public schools offered career academy programs. Who Works in Charter Schools? 10 I present selected characteristics of conventional public school and charter school principals and teachers, respectively. Compared to conventional public school principals, on average, charter school principals tend to have less experience as principals and shorter tenures in their current positions.

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