Thousands of Minnesota families shifting to charter schools.
Joe Nathan

Cygnus Academy in Anoka, North Lakes Academy in Forest Lake, High School for Recording Arts in St. Paul, KIPP in Minneapolis, and Harbor City in Duluth are part of a fascinating little noticed trend in Minnesota public education. It's true in suburban, rural and urban areas: Thousands of families are shifting their youngsters from district to charter public school schools. In the last decade, the number of students attending Minnesota's district public schools has dropped by more than 50,000 students, while the number attending charter public schools has increased by more than 23,000.

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.

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.

Unquestionably, the vast majority of students are still in district public schools.
However, there is a strong, continuing trend over the last decade. 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.
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, or their children’s education.

Joe Nathan, a former public school teacher and administrator, directs the Center for School Change, Humphrey Institute, University of Minnesota jnathan@umn.edu This email address is being protected from spam bots, you need Javascript enabled to view it