Separation of Church and School: Guidance for Public Charter Schools Using Religious Facilities is a guidebook to help public charter school leaders—and the advocates, attorneys, and others who support them—navigate the increasingly complicated legal landscape surrounding public charter school use of a facility owned or operated by a religious organization. By presenting an analysis of the legal standards that govern application of the Establishment Clause and offering practical advice on how to ensure compliance with it when a public charter school decides to locate in a religious-owned facility, this guidebook will help charter school leaders protect their access to an important facilities option and foster continued public charter school growth.
This paper, created by the National Charter School Resource Center, is intended for use by district and charter representatives interested in establishing a new collaboration or in increasing the effectiveness of an existing collaboration. The paper presents methodology, an overview of the nature of district-charter collaborations, and a framework based on lessons learned from leaders involved in various capacities over the last fifteen years of these efforts.
This study explores trends in English Learner (EL) student enrollments and academic outcomes in California’s charter schools. Our data analyses included the use of publicly available data to review public charter school student performance with that of traditional school performance. To better understand best practices with English Learner students, we interviewed numerous leaders of charter schools that have high EL populations and strong academic outcomes with their EL student populations.
As Congress considers reauthorization of the Elementary and Secondary Education Act (ESEA), the National Alliance of Public Charter Schools has recommended changes to law to ensure that weighted lotteries are permitted unless state law specifically prohibits the practice. This legislative proposal would make it significantly easier for schools to take advantage of weighted lotteries as a means to serve more educationally disadvantaged students. ESEA legislation in the House and Senate includes the National Alliance recommendations.
In this report, the National Alliance teamed up with the Thomas B. Fordham Institute to analyze state pre-K and charter statutes, regulations, and agency policies in the 36 jurisdictions that had both charter schools and state-funded pre-K programs at the start of the 2014–15 school year. This comprehensive study points to state policies that create restrictions for collaboration between charter schools and pre-K, and also offers policy recommendations at the federal and state levels to improve the climate for high-quality charter schools to offer pre-K.