What does growth in MN charter public school enrollment, decline in district public school enrollment, mean?

By Joe Nathan—

Widespread adoption of cell phones and computers helps explain a starting statistic: In the last decade, the number of Minnesota k-12 students attending charter public schools has increased more than 29,000, while the number of students attending district public schools has declined by more than 45,000. That’s according to a new study our Center did, based on data from the Minnesota Department of Education website.  The report is available at www.centerforschoolchange.org.

What does this trend mean for families, and for Minnesota public education? The majority of Minnesota youngsters still attend district public schools.  However as with phones and computers, many families are looking for something different, and they hope, better.

But neither district nor charter public schools are always “better.”  “Charter public school” like “district public school” tells you nothing about the curriculum, philosophy or instructional approach. Comparing is about as useful as trying to decide which has better gas mileage, leased or purchased cars.  Because there are enormous differences within each category, the comparison does not make sense.

But the charter movement has allowed educators and parents to create new, and in some cases more personalized, distinctive options.  That has helped many youngsters, and provided valuable opportunities for educators.

That’s in part why Minnesota charter k-12 enrollment rose in the last decade, while district k-12 enrollment declined.  It also helps explain why charter enrollment in US charters rose from less than 100 students twenty years ago, to more than two million in the 2011-12 school year.  Many Minnesota charters offer something “different.” For example:

·  Lakes International offers an elementary Chinese and Spanish immersion in Forest Lake.

·  Swan River, a Montessori option in Monticello and World Learner, Elementary/Middle School Montessori in Chaska.

·  Spectrum, a small, “classical” high school in Elk River, Seven Hills, a classical elementary school in Bloomington, St. Croix Prep, a classical k-12 in Stillwater, and Cologne Academy in Cologne.

·  Mainstream, an Arts High School in Hopkins, and New Heights, a small, personalized k-12 School in Stillwater.

·  Northwest Passage, a high school, featuring extensive travel in Coon Rapids.

·  Trio/Wolf Creek, an online school based in Chisago City.

Wise school districts have responded, in part, by offering distinctive programs.  For example,

ISD 196 offers the “Zoo School” for 11th and 12th graders, and Anoka-Hennepin offers the STEP program for high school students.

Forest Lake has a Montessori option.

Minnetonka provides a Chinese option.

Edina offers a French Immersion elementary school.

Cambridge/Isanti has School for Four Seasons and “the Minnesota Center” for middle school students.

At least some of these, such as the Forest Lake Montessori, were opened in response to the possibility that parents and educators would set up a charter if the district did not respond.  The charter movement has helped some educators and districts recognize that there is no single perfect kind of school for all students.

Some educators have recognized that identical does not mean not equal educational opportunity. Saying “one size or format fits all” is like saying everyone can wear a size 8 shoe comfortably.

As Governor Mark Dayton and Education Commissioner Brenda Cassellius have suggested, we should learn from the most effective, while offering opportunities to develop new approaches (as has been done with phones and computers).

Enrollment trends suggest that wise educators will look for more effective ways to organize learning and teaching.  Students don’t need more district or charter public schools.  They need more personalized, excellent public schools.

— Joe Nathan, formerly a Minnesota public school teacher, administrator and PTA president, directs the Center for School Change. Reactions welcome, [email protected]

Editor’s note: We asked the North Branch and Rush City school administration to respond to this column and received the following responses. 

From Superintendent Deb Henton: North Branch Area Public Schools is a strong supporter of personalized education. That is why, despite the district’s funding challenges, the school district has maintained a special education transition program (STEP) and Distance Learning, implemented K Everyday, Spanish curriculum K-12, and D3 (technology in our schools, allowing and encouraging students to use their person digital devices in the schools to enhance learning), and will offer the engineering program Project Lead the Way starting next school year. The school, partnered with Chisago Lakes High School, also offers a unique Robotics program for interested students. A summer camp will prepare more students for the Robotics program in the coming year.

From Superintendent Vern Koepp: We have invested heavily in technology that supports instruction.  We have a robust wireless network in both buildings, Smartboards in all regular classrooms and most support classrooms, and during 2011-12 we piloted the use of iPads in our preschool program.  Based on the success of the preschool pilot and interest among teachers we will issue an iPad to each 5th-grade student for the coming 2012-13 school year.  Special education instructors have also embraced the use of Smartboards and iPads to enhance their instruction. From iPads in Preschool to programming a ShopBot to cut intracut designs in wood in our Industrial Technology classes our students use technology.  Learning is enhanced with virtual field trips using video streaming, student response systems, and expanded courses through online learning and interactive television.  Our class sizes will average 17-19 in grades K-2, 20-24 in grades 3-6, and 22-27 in grades 7-12.  Those class sizes and our use of technology allow us to personalize education for our students.

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