Posted 6/22/08

North Lakes Academy and Lakes International Language Academy in Forest Lake and Trio Wolf Creek in Lindstrom are part of a fascinating, little noticed trend in Minnesota public education. Thousands of families are shifting their youngsters from district to charter public school schools. Last year, for the first time, more students attended charters in communities like Forest Lake and Lindstrom,, than in Minneapolis or St. Paul.

Ten years ago, 847,339 students attended Minnesota district public schools, k-12, while only 4915 students attended charter public schools. Last year, the charter enrollment had climbed to 28,026, while district enrollment was 796,757.

Thus, charter public school enrollment grew by more than 23,000 students, while district public school enrollment declined by more than 50,000 students. These figures are based on an analysis done by Center for School Change staff Sheena Thao and Joanna Plotz of October 1 enrollment figures that public schools submit to the Minnesota Department of Education.

Last year, there was a record increase of more than 4,000 students attending Minnesota charter public schools. Meanwhile district enrollment k-12 declined by more than 7,500 students. Unquestionably, the vast majority of students are still in district public schools.

Some people have called me, and the Center for School Change, where I work, “charter boosters.” I respectfully disagree

Many reports on our website (www.centerforschoolchange.org) describe outstanding district or charter public schools. I’m trying to promote better public education, and recognize that there are terrific, average and mediocre district and charter public schools. We should be learning more from the best public schools.

What’s to learn from the best charter public schools? Why are so many families shifting youngsters from district to charter? From surveys and interviews with parents and students, I hear 4 major things:

• Small size – many families really like a small school environment
• More individualized, personalized program
• Special features of a particular charter – whether it is a Montessori curriculum, project based, language immersion such as German or Chinese, arts focus, etc.
• Great respect and collaboration between families and faculty

Charter critics have made some good points. Some charter educators have not made good use of their money. We need to clarify the responsibilities of the Minnesota Department of Education and sponsors, organizations that supervise these schools.

Charters enroll a much higher percentage of low income, limited English speaking and minority students than do regular district public schools. (Last year, 54% of Minnesota charter students were from low income families, compared to 31% of district students; 215 of charter students did not speak English at home, compared to 7% statewide, and 54% of Minnesota charter students were minority, compared to 23% statewide). While some charters serving low income students have done a marvelous job of improving achievement, others have not. So they, as well as district public schools, need to learn more from the best.

Many families are looking carefully at their educational options. And thanks to pioneering Minnesota laws like open enrollment, Post Secondary Options and charters, Minnesota families have more strong choices for their children’s education.