Name: Shanika Brooks
Course: PHI-105
Date: September 7, 2015
Instructor: Turk Ciftcikara

Charter Schools Every parent wants the best education possible for their child/children. That’s why it is important that they’re given a choice or option to choose the best schools designed to fit the needs of their child/children. What does “Charter School” mean? Information retrieved from http://www.publiccharters.org/get-the-facts/public-charter-schools define charter schools as “a unique public school that are allowed the freedom to be more innovative while being held accountable for advancing student achievement.” Every child deserves the knowledge, skills, character, and habits to succeed college and beyond. Charter schools will give parents a peace of mind knowing that they are fostering a partnership to be involved in some of the top-performing schools in the country, getting their child/children into college and assisting with raising the bar of endless-possibilities. The first charter school was established in Minnesota in 1992, to provide parents and students with a greater educational choice within the public school system. Children who attends charter schools are provided with options to improve educational outcomes such as higher test scores in reading and math, better teacher to student ratios and increase innovative learning. Stanford University’s Center for Research on Education Outcomes (CREDO) finds that urban charter schools are providing superior academic learning for their students (http://urbancharters.stanford.edu/news.php). They are providing their students with additional 40 learning growth in math and 28 additional days in reading. Those additional learning days result in higher test scores in reading and math. Students that are enrolled in charter schools shows interest in learning and have a better rapport with their instructors. Charter schools has amplified student achievement by assigning more time for learning instruction and academic standards. Thus, this cause urban charter schools to hold higher expectations for their students to excel in both reading and math. “Charter schools across the United States have higher test scores due to their more improved teacher-to-student ratios” (http://www.amercd.com/teacher-student-ratios-charter-schools-public-schools). Teacher to student ratios have a major impact on the student’s performance both inside and outside classroom learning. Information retrieved from www.nces.ed.gov/programs/coe/indicators_clr.asp stated that the number of students to a teacher has drastically decreased for more than 50 years. Charter schools opt for a smaller teacher to student ratio for various reasons like disruptive behaviors. Multiple charter schools focuses on an individualized approach on education, which makes it possible for teachers to have relationships that’s necessary for student discipline and academic learning. Having a smaller teacher to student ratio proved to be beneficial to both the teacher and the student, because it allows positive feedback and structures that support learning. Furthermore, smaller teacher to student ratios can have impact on innovative learning. Information retrieved from Merriam-Webster (www.merriam-webster.com/dictionary/innovation), defines innovation as a new idea, device or method or the process of introducing new ideas, devices or methods. Innovative learning means teachers have more freedom to use nontraditional instructional methods to teach their students. Ellison & Locke (2014), explained in Breakthrough in Time, Talent, and Technology: Next Generation Learning Models in Public Charter Schools; that there are three core aspects of innovative learning: Time, Talent and Technology. Charters schools are paving the way on innovative structures to help assemble students or higher education and beyond. Thus, this creates a more individualized experience for charter school students. Innovative learning promotes students to “think outside-the-box” during instructional time. Charter schools presents its students with innovative learning opportunities that will help increase their academic accomplishments to aim for college and beyond. Now some people may oppose that charter schools are not the right choice for students. There are several findings that show charter school students doing worse than students in public school (Buddin & Zimmer, 2005). Charter schools are no better than public schools, because of failing and low test scores. However, the comparison of charter schools and public schools are misleading because of each school performance level. Evidence shows a critical distinction of test scores between charter schools and public schools. Research shows that it can be challenging to compare the two. Parents are given a negative image of what charter schools represents and concerns of uniform and homework. Students who attends charter schools is afforded with an abundance of opportunities. Performing at an exceptional level in reading and math, able to focus and build a rapport with the teacher to get all the essentials needs to excel beyond college and beyond, utilizing the freedom to go above and beyond your normal thinking strategies. Charter schools makes a commitment to every student enrolled to achieve a measureable level of educational performances within a defined period of time. Parents can choose an educational path that works well with their child’s independent academic needs. No two children learn the same and charter schools enable them with different learning strategies that will best fit the needs of the student.
References

Information retrieved September 13, 2015 from http://www.amercd.com/teacher-student-ratios-charter-schools-public-schools
Bohe, J.(2004). Examining the Impact of Charter Schools on Performance in Traditional Public Schools. Policy Studies Journal, 32(4), 501-520. Doi: 10.111j1541-007., 2004.00078
Buddin,R., & Zimmer, R., (2005). Student Achievement in Charter Schools: A Complex Picture. Journal of Policy Analysis & Management, 24(2), 351-571
Information retrieved September 11,2015 from http://www.credo.stanford.edu/reports/multiple_choice_credo.pdf
Information retrieved September 12, 2015 from http:// www.credo.stanford.edu/reports/NSS2013.pdf
Ellison,S. & Locke, G. (2004). Breakthrough in Time, Talent, and Technology. Next Generation Learning Models in Public Charter Schools. Retrieved on September 13, 2015 from http://www.publiccharters.org/publications/next-gen-learning
Information Retrieved on September 13, 2015 from http://www.merriam-webster.com/dictionary/innovation
Information Retrieved September 7, 2015 from http://www.nces.ed.gov/programs/coe/indicators_clr.php
Information Retrieved September 7, 2015 from http://www.publiccharters.org/get-the-facts/public-charter-schools
Information Retrieved on September 10, 2015 from http://www.urbancharters.stanford.edu/news.php