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February 20, 2011

Another View: Charter schools privilege a few at the expense of the whole

Given that there is absolutely no evidence that charter schools improve test scores -- in fact the available evidence suggests they do not -- one must wonder how this particular reform, promoted in a recent editorial, can be seen as successful ("State should stop resisting charter schools," Feb. 14).

ABOUT THE AUTHOR

Ken Jones of Westbrook is an associate professor at the University of Southern Maine.

The much-heard argument that they are innovative is also not true. In fact, as a whole, they are more driven toward teaching to the test than the beleaguered public schools themselves.

We worry about the quality of teaching, but charter schools are known for having less-qualified and less-prepared teachers than the public schools. We worry about meeting the needs of all students, yet charter schools include far fewer students with special needs.

But still our business community, corporate media and new governor are determined to push this legislation through here in Maine.

Why? Is it because it they are a good way to bust those nefarious teachers' unions that are always getting in the way of "progress"? Is it because of the common practice of diverting taxpayer money into the private sector through the corporate management of charter schools? Is it because the inevitable public-private partnerships are an incremental move toward a more complete privatization of public schooling?

When the powerful forces of government, media, and business jointly promote an idea as good for the common people, we should all beware.

In education, we can see how well such rhetoric has worked out with the No Child Left Behind law, a force for the destruction of quality public schools if ever there was one.

Who gains from charter schools? As money is drained away from our existing public schools, certainly not the children who are left behind.

Charter schools are designed to privilege the few at the expense of the whole. They are not a reform intended to improve our public schools. They are a means of abandoning them.

 

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