Education in Charter Schools - Essay Example

Education in Charter Schools Affiliation Education in Charter Schools Introduction Charter schools are independent schools managed by the public. Such schools have greater flexibility in operations in return for advanced performance and accountability. The pioneers of such schools utilize the Knowledge is Power programs (KIPP) and through that they can come up with institutions that provide relevant knowledge and skills to students. The charter behind the establishment of each school has a basis on performance contract that details the program, mission of the, students involved, performance goals and objectives, and the methods of an assessment. The different between charter schools and other public schools is that families choose them for their children because they have desired qualities and environment that must exhibit. Moreover, they operate on specific freedoms that are not in the other district public schools hence making them favorable and lenient to the children Chance, L. M. S. A. A., & Lewis, W. (2013) these schools must demonstrate exquisite performance in matters relating to academics prowess, transparent management of finances and effective organizational stability. However, failure for a charter school to meet the organizational may lead to the closure of such school. Chance & Lewis (2013) Affirms that the underrepresented students in charter schools tend to succeed in education and extracurricular activities compared to other students in the district schools. The essay seeks to illustrate why the underrepresented students perform better compared to others in the district schools. First, the general model of school provides an enabling atmosphere where all people can learn and integrate the relevant skills learned in the realm of academics. CREDO study indicates success of these students emanates from school quality features such as teacher quality, lengths of day among other factors that concentrate on the non-low-income, non-disabled females in the charter schools (Mayr, 2008). The school exhibits controllable effects such as peer group, physical education that contribute heavily towards making an individual full member of the community. In other words, the schools have an adequate atmosphere that will provide an avenue for students to succeed by the end of the day. The students have hardworking spirit. Coupling the handwork and effort from students makes it possible for students to excel and eventually perform distinctively from other students in the society. The administration has set principles in terms creating and maintaining motivation amongst students. Awards and prizes follow those students who perform remarkably right from the lowest grade. The awards act as motivation agents, and it has played a crucial role in ensuring that students have achieved the best in life. Therefore, the collaboration of students, teachers and parents creates an ideal, platform for the students to succeed in the education arena (McMeekin, 2003). Remarkable ceremonies held twice per year makes it possible to recognize and motivate the teachers who have been successful in meeting the needs of students and those who have taken leadership positions in the school. Moreover, there are other awards given to the staff members or support departments such as human resources, technology or even curriculum development. The motivation given to stakeholders of the chartered schools makes it possible for the students to be successful by the end of the day (Gonzalez 2003). Teachers and general staff working in the charter schools are responsible for test scores of students, and they will streamline efforts to ensure that students get the best test scores. Moreover, they will lengthen the periods of learning hence increasing the time for student –teacher interaction. In return, teachers demand high salaries to cater for elongated times they spend in class with students. A conglomeration of the factors will ensure that students achieve success no matter the circumstances surrounding the school (Mulloy, 2009). Inherent gaps within the American system of education exist due to the socio-economic disparities that are present in the today’s society. The admission of colleges, today, indicates the struggles the colleges strive to offer equal education opportunities for students from various socio-economic backgrounds. America exhibits many challenged neighborhoods and starts all the way when a child starts education. Improving the quality of education in communities that exhibit low social economic status helps in bridging the gap evident in the higher education platform. Therefore, the best way to provide quality education to the poverty-ridden involves developing chartered schools. Despite continuous criticism, research indicates that many students have benefitted from the system through, progressive as well as unrestrained teaching practices (Mayr, 2008). Socio-economic divide normally plagues various American communities and ultimately leads to dividing education-based on socio-economic status. Many students that live on poverty-ridden regions normally struggle to achieve similar education to those children living in the wealthier areas. According to McMeekin (2003), the failure to achieve quality education, young age makes it difficult for such children to have quality education in colleges. As posited above, charter schools are private schools under management by individual but they receive public funding. Although they receive money from governments, they have autonomy over some educational regulations. However, they are accountable for some certain standards as demanded by the charter agreement. The charters have the authority to determine the curriculum, of the school, salaries for the teachers and ultimately the general mission of the school. The attendance at the chartered school is free but at times, the parents must submit a separate application before enrolling a child to the chartered schools. This helps the schools to allow some students in the chartered schools while denying others. The governing bodies for chartered schools establish the mission and themes for school, while adopting the independence of private schools and funding like that of public schools (Mulloy, 2009).The contract school development thinks giving individual schools more prominent opportunity makes instruction more powerful, in light of the fact that the needs of every group are tended to. Less regulation means there are various sorts of sanction schools. Sanction schools may serve skilled understudies, low salary families, or religious groups. Teachers and government officials contend about whether it respects have substantial contrasts between schools The chartered programs provide benefits for instructors, students, families, and the general staff. The teachers and administrators have ultimate freedom to employ distinctive educational that will favor the students and help them achieve them effectively by the end of the day. The administration department has mandate to establish curricula that will satisfy students and teachers while at the same time maintaining flexibility. In the classroom, the teachers can maker’s use of instructional practices that will specifically cater for students in front of them. Individuality is the most important part of teaching, as the teacher must bring his or her personal touch to the classroom. The chartered school allows the freedom of personal touch to existing because it will eventually affect positively to the student. It is important to note that most of these students come from poor families, and the government invests money to support effective education. The chartered schools exhibit progressive and they have played a great role towards creating an enabling environment that allows students to excel in education (Mayr, 2008). Its for the most part acknowledged that better educational systems lead to better urban communities and states in light of the fact that inhabitants will be better taught and the populace will increment as more families move to the territory so their children can go to those schools. One undeniably prominent answer for enhancing training is the sanction school idea. Like customary schools, they get open financing, yet theyre absolved from some state regulations. Rather, they are fixed to execution commands, or sanctions, that they must meet. This objective arranged methodology gives numerous advantages to the encompassing zones instruction framework and advances scholarly balance for more understudies. Decision Not at all like customary schools that are overseen in regions, are contract schools interested in all. Utilizing a lottery framework, imminent understudies have a possibility of going to the school. Consequently, understudies from poor territories can be taught in more wealthy ranges. Assorted qualities Since understudies from all zones can go to a contract school, these schools advance differences. Minorities in bankrupted ranges have the chance to go to better oversaw schools in wealthier neighborhoods that generally may be white (Gonzalez 2003). Specialization Some sanction schools are committed to one particular subject, for example, expressions of the human experience or innovation. Understudies can enhance their insight at contract schools that have an extraordinary accentuation. Less Bureaucracy and protocols With less stringent principles put on the school from the state, contract schools are excluded from the tangled administration of most government funded schools. Additional Planning Since sanction schools have execution objectives that theyre obliged to meet, they must meet the arrangement appropriately that incorporates arranging property administration for the school and encompassing environment since a school must be tantamount to the territory in which its found. In an expansive state like California, regions can take a page from Long Beach property administration and direction school properties like a business rather than government. Conclusion The retired president of the American Federation of the teachers affirm that charters schools was a way to empower to empower teachers and free them from the bureaucratic regulations and at the same time strengthen voice in decision making and curriculum development. Moreover, students, teachers, and the society has benefitted greatly from the charter schools. References Chance, L. M. S. A. A., & Lewis, W. (2013). Dispelling Disparities for African American Male Students: A Review of Three Successful Charter School Models. Mayr, K. J. (2008). A case study of factors related to a high performing urban charter high school: Investigating student engagement and its impact on student achievement. ProQuest. Gonzalez, T. (200) Charter Schools and Socio-Economic Gaps in Education McMeekin, R. W. (2003). Incentives to improve education: a new perspective. Edward Elgar Publishing. Mulloy, M. A. (2009). Still I Rise: How an Urban Public Charter High School Fosters Students Resilient Development in Academic, Social and Emotional Dimensions. ProQuest. Read More