Do charter schools hinder multicultural education efforts?

by Irene Sarno
Multicultural education theories and charter school missions uphold basic constitutional principles. Multicultural education supports the ideal of equitable learning for all, where as charter schools support the freedom of school choice. However, this right to choose may in fact hinder the efforts of multiculturalism.

Multicultural education attempts to reduce intergroup conflict by supporting culture, diversity, equality, social justice, and democracy in the classroom. Teaching and learning incorporates the diversity of students through education equitably. Educators working with families and communities can create an environment that is supportive of multiculturalism. Thus, schools should become models for the expression of human rights and respect for cultural and group differences. (Gollnick & Chinn, 2008, pg.4)

As defined by The Center for Educational Reform (2007), charter schools are public schools that operate under a contract or "charter" which details the school's mission, program, goals, students served, methods of assessment, and ways to measure success. The charter school movement believes giving individual schools greater freedom to make education more effective by addressing the needs of the community served. Charter schools operate on the three basic principles of choice, accountability and freedom. Primarily, charter schools afford families the opportunity to pick the school most suitable for their child’s education. Next, charter schools are judged on how well they meet the student achievement goals established by their charter contract. Lastly, although charter schools must adhere to the same major laws and regulations as all other public schools, they are free to establish curriculum and procedures to support the charter.

Charter schools are increasing in popularity; so much so, that is has become a hot topic in Election 2008 amongst the candidates for President. Their popularity can be attributed by the innovative, accountable education they provide and as with multicultural theories, focus on the needs of its students. Also aligned with multiculturalism, charter schools typically engage local businesses and other organizations to help provide resources and services to the school and its families. (Wyans, 2008) Thus, charter schools act as a catalyst to improve the public school system.

Although the popularity of charter schools is on the rise, there are still disadvantages associated with them. Due to the limited number of charter schools, the size of the student body for each school is also limited. Many charter schools cater to affluent and academically gifted students, as opposed to high-risk, high cost students. (Wyans, 2008) Hence, dependent upon acceptance procedures, fairness and equality may be compromised. Multicultural educators continually tout the benefits of racial and ethnic diversity in schools, yet findings show charter schools are largely more segregated than public schools (Gollnick & Chinn, 2008, p.77). Based on the study of ten California school districts by Amy Stuart Wells (1993) the issue of racial equity is one of concern.

Despite many parents' preferences for integrated schools and choice policies, many state charter laws are not explicitly supportive of racial diversity. Even where legislative requirements do exist, most charter schools were found to be non-compliant (Wells, 1993). Even when charter schools attempt to diversify the student body, the racial segregation of the local communities coupled with the lack of affordable transportation for “out of district’ students results in an impossible goal. Lastly, As Stuart Wells notes, wealthy communities, have more access to the types of resources that are necessary to create viable schools. Since there exists a parallel between segregation by race and poverty and educational inequality this segregation may result in serious problem for students left behind. With appropriate civil rights policies, integration is possible. Using the lesson of Brown v. Board of Education, this issue should be addressed and resolved. (Frankenberg & Lee, 2003) Thus, instead, the right to choose attending a charter school, in fact becomes a privilege due to the inequities that abound.


In conclusion, the charter school movement is a very promising reform of increasing educational standards in the United States. However, in order to create a system that allows students to attend Charter schools on an equitable basis, guiding principles should be strictly followed and monitored. Any publicly funded schools should enforce policy to ensure racial/ethnic/religious integration, thus abiding by the multicultural principle of meeting the diversified needs of all students. Charter schools should be a place where all students could be effectively educated.

REFERENCES:
Wyans, J. (2008, Sptember 25) The Pros and Cons of Charter School Systems, http://www.associatedcontent.com/article/1038682/the_pros_and_cons_of_charter_school.html?cat=4

Gollnick, D., and Chinn, P., (2008). Multicultural Education in a Pluralistic Society, Eighth Edition, Upper Saddle River: Pearson Education.

The Center for Educational Reform. (2007) Just the FAQS: Charter Schools. http://www.edreform.com/index.cfm?fuseAction=document&documentID=60

Amy Stuart Wells. (1998). Beyond the Rhetoric of Charter School Reform: A Study of Ten California School Districts. http://www.gseis.ucla.edu/docs/charter.pdf

Frankenberg, E. and Lee, C. (2003, September 5). Charter schools and race: A lost opportunity for integrated education. Education Policy Analysis Archives, 11(32). http://epaa.asu.edu/epaa/v11n32.