Virtual Charter Schools and Home Schooling By Carol Klein

These findings are added to the literature that has to date found no consistent under- or over-performance by students attending charter schools, at least on standard achievement measures (PACE, 2003). However, some would argue that standardized tests make little sense in schools where students are engaged in innovative, less prescriptive curriculum (Bracey, 1999).

Stuart Wells and Research Associates (1998) did a qualitative study involving 17 California charter schools. The goal of this study was to examine some of the assumptions and stated claims regarding what charter schools were suppose to accomplish and how the day-to-day experiences were actually accomplished in practice. Proponents of charters have said their institutions are more accountable for student outcomes, are less burdened by the system, are more efficient, provide more parental and student choice, infuse competition into the system, and model innovative practices. Critics argue that after 10 years such promises have yet to be substantiated. Stuart Wells and Research Associates addressed several of these issues common to charter school operation. A brief account of their findings are as follows: