2007, Volume 5, Number 1

Is there a Need for Charter Schools?

In today’s public schools, teachers are having an increasingly difficult time giving each child the attention they need, especially the gifted children. Often teachers spend so much time trying to help the students that are behind that they leave the gifted students to fend for themselves. These children are left feeling bored and neglected.

Many school systems have implemented “gifted and talented” programs to fight this situation. These programs are supposed to be challenging. Ultimately, they are supposed to provide children who have a high talent or learning capacity with a way in which they can develop their skills to the highest potential. These programs provide things such as “advanced placement” classes and bringing in outside resources to help these children reach their potential. However, it is the belief of many educators that most gifted and talented programs that are placed in high schools are ineffective. They are ineffective because they fail to get their job done. Most educators seem to think that there is a better solution than shoving these children in a traditional high school setting and letting them fend for themselves. One solution to the lack of good G/T programs in high schools would be to establish alternative or charter schools that will cater to these students’ individual needs and strengths.

In the glossary of terms for the “No Child Left Behind ACT” of 2001, charter schools are defined as “independent public schools designed and operated by educators, parents, community leaders, educational entrepreneurs, and others. They are sponsored by local or state educational organizations who monitor their quality and effectiveness but allow them to operate outside of the traditional system of public schools” (Glossary 2001). The basic goals of a charter school are to provide a more focused and often hands on learning experience. Charter schools are often focused on certain subject areas such as math and science or the arts. And the ability to operate outside the traditional goals of public schools is an advantage because a charter school doesn’t have to teach to a certain set curriculum, which is usually unbeneficial to most students. They are allowed to gear their curriculum to the needs, strengths, and wants of their students.

It is the thought of many educators that charter schools will benefit gifted students more than a normal G/T program in a traditional high school. A group of educators, including Nina Buchanan, got together to do research on G/T programs in high schools. They wanted to create a model for other high schools’ G/T programs. In their article, “Meeting the Needs of Gifted Learners through Innovative High School Programs,” they looked at five high schools that had successful G/T programs and pointed out what these schools did to make their programs successful. First, they had to select the schools that they were going to use. They looked for sites “that had successful integrative, integrated, or strong interdisciplinary curricula, a diverse student body, and had been judged exemplary by at least one external evaluator” (Buchanan et. al. 1997). After locating the schools they were going to use, this team of educators evaluated each school and pointed out what qualities had made their schools successful. They pointed out that student-to-teacher ratios were more favorable than in a traditional high school setting, highlighted different programs that challenge the students, and students usually participated in the curriculum (Buchanan et. al.1997). These are important things to note when trying to set up a G/T program, but the interesting piece of information was located at the end of the article. It stated that, “They were all schools of choice…” (Buchanan et. al. 1997). This means that they were non-traditional high schools that students chose to go to instead of being forced to attend. This important item seems to be key in giving gifted students the education needed to achieve their potential.

Some may wonder why there is a need to set up new schools instead of integrating G/T programs in traditional high schools. There is thought in the education community that G/T programs are insufficient in a traditional school setting for a number of reasons.

It is mandatory in 30 states to identify gifted and talented students but only twenty six states have mandatory G/T programs (Systma 2000). In a preliminary survey that was distributed by the University of Connecticut, 86% of high schools that responded said that they did not offer learning opportunities beyond internships, independent studies, academic clubs, and early college programs.

After being asked if the schools offered something beyond these basic programs, 34% responded “yes” and a resounding 66% responded “no”(Systma 2000). This survey showed that high schools do not have the funding or resources to back a good G/T program. They lack monetary resources as well as man power. Often in a traditional high school, teachers are stretched thin and they have to cover many subject areas instead of focusing on one area. In these cases, the students suffer from their teachers’ lack of knowledge because the teachers cannot provide the same experience as teachers with smaller classes or as teachers that are experts in the subject. This is another reason a charter school could be considered as an alternative to the traditional high school setting for these students.

Another reason a good gifted and talented programs in a traditional high school setting is hard is because the methods of teaching these students are insufficient. Many high school G/T programs use a technique known as grouping. Grouping simply implies that you group gifted students together according to the subject in which they excel. It also includes, especially at the elementary level, pulling students out of class to work one-on-one or in smaller groups with an outside instructor (VanTassel-Baska). This method often works in a charter school because that is basically what a charter school does; it groups students together according to their strengths. However, it is hard to implement and follow through with grouping in a traditional setting. Often there are not enough resources to back a program like this. Once again, there is either not enough money, or a lack of qualified instructors. However, in a charter school where the student to teacher ratio is more favorable and the funding is better this alternative could and does work. Also, a charter school usually already uses these methods and therefore do not have to make adjustments to add it when there is a need. Learner’s outcomes are also thought to be a necessity for gifted students. A learner’s outcome is an assessment of the student. It shows what the student is capable of and what their goals are for the academic year. This so helpful to the child because it pinpoints exact goals that they want to achieve. Learner’s outcomes also help because they are geared towards that individual child and not to a whole student body, as often happens when traditional schools make the curriculum. Learner’s outcomes are often hard to do in traditional school setting because, once again, there is not enough man power for someone to sit down with an individual student and make goals for the students. However in charter schools, this is generally already in process and meeting with an advisor on a regular basis is already done (VanTassel-Basaka 1992).

Another plus to starting charter schools is that students would be pulled out of the traditional high school setting. That means there will be less students in the traditional schools and teachers can begin focusing more attention on the students that are left. This would be an advantage to the students as well as the teachers. If this were the case teachers would have an easier time combating the problems of their students instead of trying to combat their problems as well as the issues that are faced by the gifted students.

Another thing educators believe is key to these students succeeding is advanced opportunities outside of the traditional high school setting. Charter schools often provide these types of opportunities without the student having to look for one on their own. For example, North Carolina is home to The North Carolina School of Science and Mathematics. This school provides plenty of outside programs for their students. “These services include distance learning courses and enrichment and mentoring activities, Summer Ventures in Science and Math, and program evaluation” (NCSSM 2003). The external programs at NCSSM provide opportunities for students to take courses online, participate in summer camps and programs and attend special workshops and various programs. A charter school often provides camps and other “hands-on” experiences that enrich the students learning experience and back up what they have been studying.

Nina Buchanan is a professor of education at the University of Hawai’i at Hilo with experience in her field with G/T programs. Professor Buchanan has theories on why G/T programs don’t work in traditional high school settings and she has many ideas on alternatives that can be taken to improve these conditions. One thing that she thinks is important is to set up more charter schools. She also believes that although gifted students would benefit greatly from a charter school, all students could benefit from them. She said, “I believe that 80% of students would do better in a non-traditional setting” (Buchanan). She has had experience with charter schools. She helped establish one on the Big Island of Hawai’i. It is a hands-on school that focuses on the resources Hawai’i can offer. For example, the students do a lot with marine biology. The students spend a lot of time in the water. They do things like catch their own fish for experiments and study other marine organisms. She said that the students just finished a fascinating experiment with octopuses.

When I asked her why she thought there was a need for charter schools instead of simply starting more G/T programs in traditional high schools she responded, “High schools are trying to do everything for everyone and not succeeding” (Buchanan). She continued by saying that if they would focus on one subject area that the student was interested in, there would be a higher success rate. That is why she likes charter schools so much because that’s what they do. They focus on one area and the student excels. She also said that she thinks it is better for children to have more knowledge in one specific area than a little knowledge in a lot of areas. She compared charter schools to college, where the student focuses on the subject area they are interested in and wish to pursue. She also like charter schools because they are better able to gear their curriculum towards the needs of the student instead of having to cater to the criteria set down by the education system.

There are many options that could be taken to improve the learning experience of the gifted and talented students but research shows that charter schools seem to be the best alternative. I believe that taking steps to found more charter schools will ensure a better education and a better future not only for the gifted and talented students but for all students.

Works Cited

Buchanan, Nina K. Personal Interview. 6 March 2006.

Charters in Our Midst: Are Charter Schools Productive Schools? NCREL’s Policy Publications. 1997. . 15 March 2006.

Glossary of terms form the No Child Left Behind Act of 2001. http://www.nps. K12.va.us/NCLB/NCLB glossary.htm 15 March 2006

Buchanan, Nina; Woerner, Bill; Bigam, Nelani; Cascade, Chama. Meeting the Needs of The Gifted Learners through Innovative High School Programs. Roeper Review, V 19 n4 p208-12 Jun 1997

Brighton, Catherine M.; Callahan, Carolyn M.; Moon Tonya R. State Standerized Testing Programs: Friend or Foe of Gifted Children?. Roeper Review, v25 N2. -49-60 Winter 2003

Systma, Rachel. Gifted and Talented Programs in America’s high Schools: A Preliminary Survey Report. Spring 2000. University of Connecticut. 6 March 2006. < http://www.gifted.uconn.edu/nrcgt/newsletter/spring00/sprng004.html >.

The North Carolina School of Science and Mathematics: External Programs. 2003 NCSSM. 22 March 2006. .

VanTassel-Basaka, Joyce, Ed.D. Basic Education Options for Gifted Students in Schools. College of William and Mary. 6 March 2006. .

VanTassel-Basaka, Joyce. Developing Learner Outcomes for the Gifted Students. 1992. 1992 The Clearing House on Disabilities and Gifted Education. 6 March 2006. .

This paper was written for English 100T.

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