By R. Craig Sautter, School of New Learning, De Paul University
When the City Academy in St. Paul opened its doors to 35 inner-city high school "drop-outs" in September 1992, the Minnesota school became the nation's first legislatively authorized "Charter School."
Charter Schools are sponsor-created and -administered, outcome-based public schools that operate under a contract between the school and the local school board or the state. To establish a Charter School, certified (in Ohio's case, certificated) teachers and/or other individuals or organizations, such as colleges, cultural institutions, government bodies, or parents, draw up plans for an innovative, outcome-based[1] school. (Minnesota's 1993 charter legislation allows for sponsors other than teachers.)
Originally, Minnesota granted "charters" to new schools if the plans were approved by a designated sponsor, such as a city council, county commission, or university board of regents. As of 1993, local school boards have the authority to approve charters. If a local school board declines to approve a charter, the school may appeal to the state board of education if at least two school board members support the charter. The state board then may authorize - and therefore sponsor - the school. The renewable charters are in effect for three to five years, and the schools are held accountable for achieving their designated outcomes during this time period. The sponsor and the state monitor the process.
Charter Schools are exempt from most state and local laws and regulations, but to gain charter renewal the schools must prove that their students have gained the educational skills that the school and its sponsor specified in the initial contract.
[1]Note: Ohio does not use the term
outcome-based, but prefers performance-based.
Posted on March 6, 1995
URL: http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/93-2over .htm