Charter schools, choice, and distributive justice: What evidence do we need?

Abstract

This article looks at charter schools from the perspective of distributive justice. It suggests three principles of distributive justice that should be satisfied by schools: the adequacy principle, the equity principle, and the communicative principle. It also sketches the justice argument for charter schools and uses the three principles to examine it. The focus of the article concerns the kinds of evidence required to decide if charter schools promote distributive justice. It argues that a focus on distributive justice helps to formulate a suitably broad view of what evidence is required that serves as a corrective to the excessive emphasis on test scores that characterizes much of the empirical work on school reform. The article also considers the claim that charter schools are more effective than other public schools because they create competition. It argues that an alternative explanation of their (alleged) success is that they are more communal.

Visioning Hope: Embracing Higher Education’s Role With Urban Public Charter Schools

“…In exchange for their relative autonomy, charters are accountable for producing specified results in student achievement (Ausbrooks, Barrett, & Daniel, 2005). By design, charters are characteristically governed by a separate board, are smaller in size, and may have a curricular theme or focus (Strike, 2010).…”

“…Effectiveness of charter schools on student outcomes. Although the issue of charter schools' effectiveness is an open debate, the consensus is that the overall impact on student achievement has had mixed results (e.g., Abowitz & Karaba, 2009;Barghaus & Boe, 2011;Mehan & Chang, 2011;Silverman, 2013;Strike, 2010). Charter schools are not more or less successful than traditional public schools in student achievement, behavior, or school progress, and achievement impact varies significantly across states (U.S. DOE, 2010).…”

“…Over half of the nation’s current public charter schools are in urban locations (CREDO, 2013). Because they are disproportionately located in areas that serve poor and minority students, charter schools therefore tend to be racially distinct in their student population (Frankenberg et al, 2011; Mehan & Chang, 2011; Strike, 2010). The tendency for charters to occur within urban centers has also led them to become more racially and economically segregated (Ausbrooks et al, 2005).…”