PROBLEMS FACED BY EXISTING CHARTER SCHOOLS

Susan Vernal

Once charter school legislation is passed, the debates and arguments between proponents and opponents do not cease. Implementing and running charter schools creates more problems that must be solved. Problems arise with transportation, special education students, facilities of the school, the relationship between the charter school and the sponsoring district, and the fear of ethnocentrism or segregation.
In states such as Minnesota, where the district in which the charter school is located must provide transportation to students living in the district, charter schools are limited to the traditional school year. Some of the "innovative" programs teachers would like to implement require a year-round school, however they are unable to try them because there is no way to transport the students. Because charter schools have such a limited budget, they are unable to transport the students themselves. The public school district often does not want to transport the students because this costs the district money that is not being spent on students in a district school. In Minnesota, if the child does not live in the district where the school is located, the parent only needs to get the child to the border of the district. From there, the school district is required to provide transportation to the school. Under this system, the buses have to go out to the edge of the district to pick up these students, which is a very costly and time-consuming process.
Special education students also present a problem. In terms of transportation, there is a question of whose responsibility they are. In Minnesota, if the state places the child in a particular school then the district is responsible for funding the transportation. If, however, a parent places the child in a particular school then he or she is responsible. Funding special education students is also a very complex process. Often when a charter school is set up, the administrators are not familiar with the rules governing special education funds. They may have to hire someone to teach them the process. Also, many times they are not aware of the costs of testing and evaluating these students. The money may not be supplied by the resident district, depending on the law, but charter school administrators may not be aware of this until later. In addition, there is sometimes controversy over who is responsible for providing services for special education children. In general, however, if the state places the child in a charter school, they have to pay for transportation and any additional costs. If the parents place the child, then they are responsible.
Because the sponsoring district has to approve the charter, and this charter will take money and students away from them, the relationship between the district and the charter school is often strained. There is often a question of liability and responsibility. For example, if someone was injured, who would be responsible? The school or the district? In Deer Valley, Arizona, a charter was rejected because responsibility was not specified.
Because of the lack of money, it is also very hard for charter schools to find and maintain adequate facilities. Charter schools must comply with fire and safety codes, therefore any old building they acquire must be renovated to pass current inspections. Even after the building is originally brought up to date, it must still be maintained. In Minnesota, charter schools cannot levy taxes or bonds and therefore it is extremely hard to find money. In addition, if a charter school is renting space from someone else, then they are at someone else's mercy. They can be asked to leave at virtually any time. For example, a charter school for the mentally handicapped in Michigan may have to close because Macomb Community College can no longer provide space for them. Therefore, they must find a new location or close their doors.
Some opponents of charter schools have also argued that charter schools promote ethnocentrism or segregation. For example, City Academy in Minnesota and W.E.B. DuBois in Detroit have unusually high proportions of minority males. Academy of the Pacific Rim, which is scheduled to open in Boston in September 1995, has also created some controversy. This school is supported by Boston's Asian Community and it will focus on Asian languages and culture. This school may further exacerbate race relations in the Boston area. This type of segregation is also feared in many states with pending legislation, such as Florida. However, as seen in the state by state summaries, the fears regarding elitism and "creaming" have not been realized and it is possible that the fears about ethnocentrism will not be realized either.

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