School Choice And Segregation In Charter And Regular Public Schools

Posted by on February 25, 2013

A recent article in Reuters, one that received a great deal of attention, sheds light on practices that some charter schools are using essentially to screen students who apply for admission. These policies include requiring long and difficult applications, family interviews, parental contracts, and even demonstrations of past academic performance.

It remains unclear how common these practices might be in the grand scheme of things, but regardless of how frequently they occur, most of these tactics are terrible, perhaps even illegal, and should be stopped. At the same time, there are two side points to keep in mind when you hear about charges such as these, as well as the accusations (and denials) of charter exclusion and segregation that tend to follow.

The first is that some degree of (self-)sorting and segregation of students by abilities, interests and other characteristics is part of the deal in a choice-based system. The second point is that screening and segregation are most certainly not unique to charter/private schools, and one primary reason is that there is, in a sense, already a lot of choice among regular public schools.

Let’s start with the first point. The idea of school choice is that independently-operated schools (including, perhaps, district and private schools) all compete for student enrollment. Students and parents choose those that are best-suited for them. The schools that aren’t successful in attracting students fail and perhaps close, while those that are successful thrive and grow. This competition, so the story goes, spurs innovation.

So, in the “traditional” model, public schools are supposed to be “general practitioners” – they must accept all students and serve them well. The charter/choice model, on the other hand, takes a somewhat different view – schools must accept those who apply, but different models will work well for different students. If we make schools compete for those students by giving their parents a choice, this will encourage schools to develop varying models, and to attract and retain those students for whom their approach is well-suited.

Without question, in a full blown choice-based system, simple geographical reality means that most schools within a district would have to maintain some kind of “general appeal” in order to remain viable (and that’s one reason why the majority of U.S. charters stick to their mission of accepting all comers and doing the best they can).

However, particularly in large, densely populated areas, there is room for schools to develop more “specialized” approaches, and it’s plausible to believe that many would attract/retain students who, on the whole, share certain characteristics (even if those traits are tough to measure with standard educational and demographic variables). Charter schools may hold random lotteries, but the whole idea of choice is that selection and deselection should not be random.

For example, the flagship model of the charter movement is the high-cost, high-intensity approach of so-called “no excuses” schools, which rely on practices such as tutoring, extremely long school days and rigid discipline policies. But not all students, regardless of their backgrounds, thrive under these conditions, and so some of them leave (or don’t apply in the first place). Despite all the controversy about this selection and attrition, it is a crucial element of a choice-based system – students who don’t fit in well with a given approach will go elsewhere.

Obviously, this is not at all comparable to reprehensibly burdensome application processes, but the end result – the sorting/segregation of students with different interests and abilities into different schools – is similar.

In this sense, the practices in the Reuters article represent terrible, misguided attempts to pre-engineer an outcome that the theory of school choice predicts would to some extent occur “naturally,” as parents and students selected into schools that fit their needs, and deselected out of schools that did not. And, if the theory holds up in practice, other schools would adapt by offering different models; there would be “something for everyone.”

What seems to have happened instead, at least in some places, is that this process has been distorted into a competition less for students than for crude test-based measures such as absolute proficiency rates. As a result, the specialization that you might expect from charter sectors tends to focus on higher-scoring students and intensive test-boosting approaches (though there are of course exceptions).

In other words, one might speculate that the sheer extent to which raw absolute testing outcomes are judge and jury serves as an impediment to the “something for everyone” end goal of school choice. So long as these measures are the coin of the realm, operators will tend to compete and innovate for higher test scores, and there may be less incentive to cater to constituencies or develop/expand models that are not necessarily compatible with this priority.

In any case, charter advocates should (and did) condemn the practices in the Reuters article. However, it’s important to note that the school choice vision not only entails some degree of sorting and segregation of students based on needs, abilities and interests, but may actually require it in order to work. It makes little sense for supporters (or opponents) to imply otherwise.

This brings us to the second, somewhat simpler point – screening and exclusion are not unique to charter (or private) schools. In a sense, they occur every day in regular public schools. Parents choose homes (or relocate) based in part on the quality of the schools in a given district (or neighborhood). Schools compete for these parents, and their success in doing so influences and is influenced by home and land prices within their boundaries.

These regular public schools take everyone they get, but there is a de facto screening process of sorts, by which entry into the schools requires income sufficient to live in the area. Put simply, if you can’t afford to live in a “good” school district, your children can’t attend its schools. That is one big reason why regular public schools are heavily segregated by race, ethnicity and income.

In this sense, those who rail against school choice do not seem well-attuned to the fact that a system of choice exists – albeit in a qualitatively different form – throughout the nation’s regular public schools. Similarly, those who criticize charter schools for increasing segregation should acknowledge that U.S. schools are heavily segregated with or without charter schools. And that seems like an issue we can all agree should be addressed, regardless of our views on school governance.

- Matt Di Carlo


12 Comments posted so far

  • There is a difference though between public schools and private schools, charter schools and parents doing it. Screening and excluding is something public schools don’t do.

    Comment by chris guerrieri
    February 25, 2013 at 1:39 PM
  • unless of course those public schools are magnet schools. Then it’s ok.

    Comment by jacob
    February 25, 2013 at 3:14 PM
  • This post seems somewhat beside the point to me. We know that public schools heavily segregate based on race and income. That’s been the American norm. But the false promise of charters and choice is to undo that harm. And we know they don’t. What works is for communities to enact policies that promote desegregation and equity. That can only work in a situation where democratically elected governance and a degree of regulation can promote that approach. Charter schools are currently outside the realm of such an equity-promoting approach because of their independence from regulation and their abilities to game the system with lotteries and other selection methods. Sure, we need traditional public schools that are not fraught with screening and exclusion. But let’s be clear that charters, in their current form, are not the viable solution they are trumped up into being.

    Comment by Jeff Bryant
    February 25, 2013 at 10:07 PM
  • Good post. I’d add this perspective:

    1. A kid in Boston is forbidden from attending the nearby suburban public schools. Sometimes these suburban schools are actually closer to home.

    2. So then the Boston Public Schools has 3 exam schools. Over 10% of secondary kids attend these. Most of the attendees are white, Asian, and middle class.

    3. So then there are district’s pilot schools. Billed as “alternative to pilots.” Some of them use pure lottery admissions. Others use auditions, interviews, recommendations, and essays to screen students.

    [I'm curious: do you oppose these schools' admission processes?]

    4. Then there are the pure lotteries of the charter public schools. That’s where you zoom in. But we shouldn’t forget the 3 steps that come before, for context.

    Comment by Mike G
    February 26, 2013 at 9:46 AM
  • Many American parents do not have the luxury/privilege/freedom to “choose homes (or relocate) based in part on the quality of the schools in a given district (or neighborhood)”. They live where they can afford to live, where they can find work, where they have family. Many parents, who love their children just as much as more privileged parents, don’t have the time, the skills, the background knowledge to navigate the complex application processes for many charter schools.

    Comment by Maryal
    February 26, 2013 at 2:04 PM
  • [...] Would See More Than $91.6 Million in Cuts Under Sequester: White House The Woodward Myth School Choice And Segregation In Charter And Regular Public Schools The War Nerd: It Ain’t Easy Being a Jihadi Middle Manager Florida Atlantic’s Folly: Why GEO [...]

    February 26, 2013 at 4:49 PM
  • What is cloaked as a good thing (choice for parents) is really schools fighting over the last limited resources like dogs over the last bone. It does not serve students well or make parents more pleased in the end. I am a public school teacher in a county that touts choice and wrote this on the subject this week:

    Vol.#22: The Dark Side of Choosing School Choice | Teaching Speaks Volumes

    http://bit.ly/VGjM2a

    Comment by Erica Speaks
    February 26, 2013 at 5:17 PM
  • Maryal,

    In Boston the district application process is, if anything, a bit more complicated than the charter application process. See for yourself.

    http://www.bostonpublicschools.org/howtoregister

    versus

    http://roxburyprep.uncommonschools.org/rpc/enroll

    Comment by Mike G
    February 28, 2013 at 9:05 AM
  • It’s always mysterious to me when charter opponents use that talking point, as if public schools just automatically enroll all children within the zone while charter schools go out of their way to make it difficult.

    In my experience (which includes signing up for two different charter schools as well as signing up for six different public schools in two states), registering for public school is by far harder and more demanding of the parent, just as Mike’s links confirm to be true in Boston. Public schools demand all kinds of information and documentation and proof, probably because (unlike charter schools) public schools want to be sure that you really do live in the place you say.

    Comment by Stuart Buck
    February 28, 2013 at 2:27 PM
  • Abusive charter school application process is so common that we made mocked it http://studentslast.blogspot.com/2013/03/cherry-picking-isnt-just-for-fruit.html

    Comment by Students Last
    March 2, 2013 at 9:55 PM
  • [...] Matthew DiCarlo of Shanker Blog deconstructs the larger meaning of the excellent Reuters article on selection practices of charter schools. So, in the “traditional” model, public schools are supposed to be “general practitioners” – they must accept all students and serve them well. The charter/choice model, on the other hand, takes a somewhat different view – schools must accept those who apply, but different models will work well for different students. If we make schools compete for those students by giving their parents a choice, this will encourage schools to develop varying models, and to attract and retain those students for whom their approach is well-suited. ….For example, the flagship model of the charter movement is the high-cost, high-intensity approach of so-called “no excuses” schools, which rely on practices such as tutoring, extremely long school days and rigid discipline policies. But not all students, regardless of their backgrounds, thrive under these conditions, and so some of them leave (or don’t apply in the first place). Despite all the controversy about this selection and attrition, it is a crucial element of a choice-based system – students who don’t fit in well with a given approach will go elsewhere. ….In other words, one might speculate that the sheer extent to which raw absolute testing outcomes are judge and jury serves as an impediment to the “something for everyone” end goal of school choice. So long as these measures are the coin of the realm, operators will tend to compete and innovate for higher test scores, and there may be less incentive to cater to constituencies or develop/expand models that are not necessarily compatible with this priority. (emphasis mine) … These regular public schools take everyone they get, but there is a de facto screening process of sorts, by which entry into the schools requires income sufficient to live in the area. Put simply, if you can’t afford to live in a “good” school district, your children can’t attend its schools. That is one big reason why regular public schools are heavily segregated by race, ethnicity and income. [...]

    March 3, 2013 at 3:27 PM
  • It is refreshing for a blog addressing charter schools to include a discussion of the parent-wealth driven selectivity and segregation that constructs the demographics of most suburban schools. And to the discussion of the selectivity that dominates many urban school districts, I would add New York City’s “choice” model that begins in middle school and operates through high school as a counter to the notion that traditional public schools admit all who apply. New York City public school students’ 4th grade report cards, attendance records, and test scores (along with interviews, auditions, essays, and letters of recommendation) determine which middle school they attend. The same process then occurs again for high school, but with 7th grade outcomes as the focus along with the specialized high school test, an audition, or a “portfolio.” By contrast, charter schools must use lotteries. Choice is a concept with a great deal of appeal for many people – but implementing a choice program that serves all students seems to elude many jurisdictions.

    Comment by Rachel G
    March 13, 2013 at 4:53 PM

Sorry, the comment form is closed at this time.

Disclaimer

This web site and the information contained herein are provided as a service to those who are interested in the work of the Albert Shanker Institute (ASI). ASI makes no warranties, either express or implied, concerning the information contained on or linked from shankerblog.org. The visitor uses the information provided herein at his/her own risk. ASI, its officers, board members, agents, and employees specifically disclaim any and all liability from damages which may result from the utilization of the information provided herein. The content in the shankerblog.org may not necessarily reflect the views or official policy positions of ASI or any related entity or organization.

Banner image adapted from 1975 photograph by Jennie Shanker, daughter of Albert Shanker.