Charter School Facts

Charter schools are free public schools open to all students, including English language learners and students with disabilities. There are no admission tests, fees, tuition or other barriers to attend

Charter schools are required by law to serve students who are English Language Learners and those who have IEPs. When a student who has an IEP is offered admission to a charter school, a district-appointed representative from the Committee on Special Education (CSE) works with families to determine the child’s specific needs.

In some cases, a charter school may not have the resources to provide the best education for that student. In these special circumstances, a student may not be recommended for enrollment at the school. This is done on a case-by-case basis in the best interest of the child, with a goal of helping the student find the school that is best able to serve him or her. However charter schools can accommodate most students. In Rochester for the 2022-23 school year, charter schools enrolled 785 students with disabilities and 388 English Language Learner students.

CSE evaluations and placements are done in district schools as well, as students are assigned to school locations that offer the resources most aligned to serve their special needs.

Charter schools are held accountable by their Authorizers for student achievement and upholding the goals outlined in their charters.

Charter schools report student outcomes and financial audits and are subject to a renewal process every 3-5 years. If a charter school fails to meet its obligations to students, it will be closed.

This combination of freedom and accountability for results allows charter schools to be innovative, responsive to student and community needs, and put student learning first.

Funding to educate a child follows the child. Wherever a student enrolls, that public school – whether it be district or charter – receives public funding to cover the expenses of the child’s education. The fact is charter schools “cost” districts less money as their per-pupil allocation is lower than what district schools receive per student, which is unfair but forces them to manage their money better. Charter schools allow public resources to stay in the public school system and help ensure that taxpayer dollars are well spent by requiring schools to perform well or close.

In NYS, charter schools do not receive public funding to cover facilities. Overall, charter schools must be good stewards of their funding as they receive about 30 percent less per pupil per year than district schools. State law requires charter schools to be financially transparent about their spending.

Families want, and should have, choices when it comes to their child’s education. Access to a good school should be the right of every family. In New York State, it’s up to families to choose the best school for their children.

Charter school teachers are required to have standard teaching certifications. The state allows up to 30% or 5 teachers (whichever is less) to have other qualifying credentials or requisite experience. This allows charter school leaders to have the flexibility to hire passionate and caring teachers who can contribute to a student’s experience and a thriving culture, yet may have other credentials. Charter school teachers have the flexibility to use their talents and abilities to design programs that work better for the students they serve. All teachers are held to a high level of accountability for student results.

Charter school board members are volunteers who are approved and held accountable to school Authorizers. They are not compensated for their service, as district board members are.

Charter students must take the same tests as students in traditional public schools and meet the state and federal academic standards that apply to traditional public schools. In NYS, charter school students take proficiency tests and Regents exams. Charter and district school results are published for public review on the New York State Education website.

Charter schools do not choose their students; families choose their schools. Some schools may be permitted (in their charter agreement) to give preferences to siblings or students in their immediate district served. Charter schools admit students regardless of previous academic performance, including students with special learning needs. Charter schools do not screen students for behavior or predicted academic performance.

If more students apply than a school has open seats, the school conducts a random lottery to offer admission. Lottery deadlines are set by New York State.

In Rochester, the same percent of enrolled students are from economically disadvantaged homes as the district.

Charter schools welcome students of all learning levels and do not enroll only high performing students. In the 2023-24 academic year in Rochester, 4 students were expelled and 2 students withdrew before expulsion procedures were completed. This represents less than one tenth of a percent  of all charter school students. Charter schools do not “return students to the district” due to low academic performance.

In Rochester, 31% of charter school students are proficient in ELA and 40% in math, vs. 16% and 14%. Yet, we must do better. EDceptional is helping schools raise those rates by double-digit percentages per year, starting with a pilot literacy program in one low-performing charter school in the 2023-24 school year.

It is true that underperforming schools can be closed. This is a strength of the charter sector, forcing charter schools to meet student needs. If a public charter school is not improving student achievement as laid out in its foundational charter agreement, it can be closed down.

In Rochester, we’ve seen this happen and it is unsettling for families. Schools have been diligent to notify parents well in advance and help provide them resources to find the next best school where their child can succeed.

When traditional public schools fail, they are not closed, leaving generations of children to receive a subpar education. In Rochester, failing district schools have been identified, yet remain open. Monitoring procedures have been put into place, but even years later, schools continue to underperform and are allowed to continue failing students.

Research shows that when a city has both charter schools and traditional public schools, students at both improve. Competition breeds innovation and pushes all schools to support better outcomes.

Charter schools have the flexibility to be responsive to student needs and develop models to help students achieve success in academics and life. Charter schools have a higher-level of accountability to the families they serve, yet their autonomy gives them freedom from the red tape, bureaucracy and politics often seen in district school governance, allowing them to put students first.