Background Information
          As early as 1987 Colorado began their educational reform
initiatives.  Colorado educators recognized the diversity of
its youth and the need to establish an educational system
which fostered the notion that "different pupils learn
differently."  Realizing the importance of creating "more
flexible ways of educating all children within the public
school system," the General Assembly sought "to create an
atmosphere in Colorado's public schools where research and
development in developing different learning opportunities is
actively pursued."  As a result, in 1993 the state authorized
the creation and maintenance of Charter Schools as a means of
expanding choice and providing innovation in Colorado public
schools (Colorado Senate Bill 93:  Section 22-30.5-102).
          According to Mary Anne Raywid, prior to charter school
enactment and legislation, major educational developments had
been occurring in Jefferson County (Jeffco), "the largest
school district in Colorado."  Regarded as "a reform-minded
and innovative district," Jeffco first restructured its
education system through the creation of three alternative
schools.  These schools thrived and become very popular.
However, upon recommendations made by the district's own
School Improvement Council, no such schools were added in the
district over the ensuing seven year period.   "It seems it
was one thing to set up two or three such alternatives to the
standard program, but it was quite another to move to
accommodate more than 1.5% of the student population into
this form of arrangement (Raywid p. 555)."
          Then in 1990, two important developments occurred which
influenced the events in Jefferson County and impacted
education in the state.  First, opposition to school choice
appeared in the form of a newly appointed administrator from
Minnesota, Lew Finch.  This, in turn, created various levels
of factionalization among faculty/teaching staff, other
administrators, parental groups, and community members.  As a
result, administrative opposition to proposed initiatives
like school choice became central to the debate on
educational reform in the state.
          The second development, which was in direct conflict
with the first, was the growing interest and pursuit in
promoting charter schools.  This charter process created an
avenue for educators, parents and community members to design
schools which would allow certain degrees of autonomy,
creativity and innovation.
 
Legislation
          The first Charter School bill was introduced in 1992.
"It sought to encourage educational innovation and make
schools more receptive to the parents" and students issues and
concerns through diminishing the degree of state regulations
placed upon public school systems.  The bill, introduced by
Rep. John Irwin, generated substantial opposition due to its
proposed elements.  "It called for the establishment of a
single school district" which would be recognized exclusively
for innovative public schools.  Additionally, "it stated that
any school in the state could choose to leave its local
district to become part of the statewide innovative district
instead." (Raywid, p. 556)
          Then, in June 1993 the Charter School law passed.  The
intent of charter schools in Colorado is to make individual
schools "autonomous entities, free from the laws and
regulations that constrain public schools."  However, under
Senate Bill 93, a charter school is not a separate legal
entity independent of the school district, but rather is a
public school defined uniquely by a charter and partially
autonomous while remaining within the school district
(Section 22-30.5-104).
          Colorado has authorized up to 50 Charter Schools to be
created prior to July 1997.  Under Colorado law, charter
schools which target students at risk of school failure
receive preference for approval by local school boards.
However, rejected applicants may appeal to Colorado Board of
Education, which can overturn local board decisions.  Upon
reaching the 50 charter school limit, individuals or groups
may also enter an appeals process through the Colorado Board
of Education (Beirlein & Mulholland,  Feb. 1994).
          Enrollment in a charter school is open and tuition free
to any child who resides within the school district granting
the charter, and is open to students from other districts.
Under Colorado law, any school must accept students from
other districts.  However, priority is given to indistrict
students if and when there are staff and space limitations.
          Colorado law further maintains certain provisions
regarding accountability.  Approved and operating charter
schools are held accountable to their primary constituents
(i.e. parents, teachers, and students).  Similarly to other
public schools, charter schools are held accountable to the
state of Colorado with regard to performance evaluations and
outcomes.  Colorado charter schools are subject to the
Colorado's Standards Based Education Act, which states that
content standards and assessments must be developed locally.
They must also meet or exceed state model standards and
participate in the Colorado Student Assessment Program
beginning in 1996.  Furthermore, a plan for evaluating
student performance must be included in proposals and reports
seeking renewal of charter contracts.
          According to finance guidelines, state and federal
funding flows from the state to the county to the district
and then to the charter school.  Additionally, local funding
flows from the district to the charter school.  At least 80
percent of the per pupil operating revenue of the district,
including state and local funds, follows the student to the
charter school.  And, the actual amount of funding is subject
to negotiation with the district (Colorado Senate Bill 93:
Section 22-30.5-112).
 
Arguments
          The arguments presented in favor of charter schools are
many.  To begin, proponents of charter schools believe that a
combination of state laws and regulations, coupled with local
requirements and varied constraints, have made the public
schools too homogeneous and have consistently interfered with
the intended diversity of the educational process;  thus,
innovative schools are necessary.  Secondly,  it is argued
that schools should be controlled and responsible to those
immediate members of the district.  Thus, with the creation
of charter schools, parental, teacher, and student choices
would expand and also facilitate an overall professional
growth of teachers.  Finally, this new innovation in Colorado
public schooling would be held accountable to the outcomes
specified in the respective charter contracts.  This, it is
proposed, would greatly increase levels of academic
performance and overall emphasis on intended purposes of
specific schools in the educational system.
          In contrast, opponents  (i.e. legislators, political
groups, educational organizations, residents and parental
groups) believe that local needs are being met and their
local districts are indeed innovative.  They argue that
charter schools violate the concept of neighborhood schools
and threaten equity.  In her article on two charter schools
in Colorado, Raywid explains that "Charter Schools
represented efforts to take away `our tax dollars' in order
to form schools that would enjoy private status."  In
addition, both the Colorado Association of School Boards and
the Colorado Education Association assert that they were not
in opposition of the idea of charter schools, but supported
it in an acceptable format.  Raywid further quotes, "CASB has
tried to fashion...[a bill]...compatible with local district
responsibilities and operations (557)."  In effect, opponents
have either staunchly opposed the creation and implementation
of charter schools, or have been willing to evaluate the new
charter process as long as it resembles the prescribed local
district responsibilities.
 
Charter School Results
          While there have been several charter school proposals
submitted in Colorado, recently six out of eight have been
turned down.  According to local boards of education,
programs outlined have allegedly either been insufficiently
innovative; duplicate existing programs (failing to expand
choice); the proposers failed to demonstrate a level of
acceptance or demand for the program they proposed; and/or
failed to include the a detailed budget outline (Rocky
Mountain News:  Feb 12, 1995).
          Unfortunately, at this time there is no evidence
regarding the current performance and assessment of students
in existing Colorado charter schools.  According to Mary Anne
Raywid's article, "It is to soon to tell whether charter
schools are 'redefining the future of public education,'  as
has been suggested, or whether they will actually be used as
'the tool for reinventing public education,'  which
Colorado's Gov. Roy Romer has said they can be.(Raywid, p. 560)"
However, she also maintains an optimistic outlook like many other
educators, parents, and educational reform groups.
 
Charter Schools Approved and Operating
          In October 1994, the Colorado Department of Education
established the Charter Schools Technical Assistance Strategy
and field team which gathered a listing of Colorado Charter
Schools.  The fourteen currently operating are listed along
with a brief description of enrollments, grades served, and
program.  Of the fourteen, six reflect programs for the
gifted and talented.  However, the remainder establish
programs which vary in many respects from traditional content
and curriculum offering students opportunities to learn in
outside the classroom, develop their own educational plan,
and foster their own curiosities.
          The following is a complete listing and summary of the
fourteen Colorado Charter Schools:
          The Connect School, Pueblo County School District 70, is
a grade 6-8 middle school.  Its focus is on the students
experiences outside the traditional classroom. Hence, it
utilizes multiple community resources for learning, such as
museums,  parks, libraries, computer labs, and mountain
experiences.
 
          Academy Charter School, Douglas County School District,
is a K-7 school with 350 students.  It emphasizes high
academic standards based on the Core Knowledge curriculum.
The school is also operated by a unique governance structure
consisting of elected parents.
 
          Pueblo School for the Arts and Sciences, Pueblo 60
School District, is under the operation of the University of
Southern Colorado.  It serves approximately 300 students in
grades K-9.  It is based on the Paideia model for academic
excellence.
 
          The EXCEL School, Durango 9-R School District, opened in
the fall of 1994. It currently serves 120 students from
grades 6-9, planning eventually to expand to grades 6-12.
Under the guidance of Fort Lewis College, the school
emphasizes high standards, individual success in academics,
and learning contracts.  The school also plans to
serve as a professional development center in the region.
 
          Community of Learners, Durango 9-R School District,
opened in the fall of 1994.  It began with 60 students in
grades 6-8, but eventually hopes to expand to grades 6-12.
Its emphasis is on student-centered and self-directed
learning, individual learning plans, and learning in the
community.
 
           Clayton Charter School, Denver Public Schools, is a
preschool through 2nd grade program serving 88 students
initially, hoping to expand its service to 125 students from
at-risk families.  The program is based on High/Scope
curriculum, and emphasizes parent involvement and family
social services.
 
          Community Involved Charter School, Jefferson County, is
a college preparatory K-12 school for 500 students in south
Jefferson County.  It supports open education, active and
experimental learning, self-direction and personalized
learning, and basic academics.
 
          Sci-Tech Academy, Jefferson County, is a college
preparatory school in south Jefferson County.  It opened
initially with 100 students in grades 6-11, but plans to
expand to 500 students in grades K-12.  The program includes
a liberal arts curriculum, with a focus on science, math, and
technology.
 
          Core Knowledge Charter School, Douglas County School
District, is an  academically focused school which opened
with 165 students in grades K-6.  Its curriculum is based on
Core Knowledge principles and a second language.  It is also
sharing varied resources with the Academy Charter School.
 
           Academy of Charter Schools, Adams 12 Five Star
District, is a school which plans to offer classes from K-12
to 300 students located on various campuses.  *The Core
Knowledge (E.D. Hirsch) model is used for K-6 grades.
 
          Jefferson Academy, Jefferson County R-1, is located in
north Jefferson County.  It serves approximately 190 students
in grades K-6.  Its program emphasizes fundamental academic
education using the Core Knowledge curriculum.
 
          Eagle County Charter Academy, Eagle County School
District, serves 64 students in grades 5-7.  Its program is
based on a trimester, block scheduling system, with small
class ratios (16:1).  It emphasizes academic standards and
assessment while fostering self-confidence, independence,
critical thinking, independent study and active, experiential
learning.
 
          Stargate School, Adams 12 Five Star School District,
began with approximately 125 students in grades 1-5,
eventually hoping to expand service to students from ages 3-
18.  It is based on the notion that gifted students are
frequently at-risk from under-service in their conventional
setting.  Thus, the school offers multi-age classes and
programs that are interdisciplinary, flexible,
individualized, competency-based and incorporate off-campus
opportunities.  Also, each student has their own personalized
learning experience and plan.
 
           Battle Rock Charter School, Montezuma-Cortez School
District, is a very small school serving 32 students at the
elementary level.  It was established to create and
maintain innovation in a very small, isolated community.
 
Conclusion
          From alternative programs to charter schools, Colorado
has  proven itself as a very reform-minded and innovative
state.  With the implementation of charter school legislation
to the actual operation of fourteen charter schools, there
has become a rippling effect throughout the state.  Many
educators, parents and educational groups remain enthusiastic
and optimistic with ColoradoUs efforts to innovate, despite
several currently rejected charter school proposals.  Issues
of funding still pose problems and concerns for all those
involved in the evolving process.  Though it is to early to
examine the results, charter schools seem to have found
legitimacy and permanence in Colorado.