Question

1-Why are market based approaches like charter schools not schools universal solutions?

2-What is the impact of market-based approaches like charter schools on public schools? Is this a good or bad thing, why?

Answer 1

1) Findings from the United States give further indication of the dynamic relationship between the structural elements Competition metrics and views of the principals. In several countries, charter schools have been launched Part to foster rivalry with public schools. A California at the turn of the millennium, 4.5 per cent of students are enrolled in charter school. Approximately half of the survey conducted in California in 2002 The Respondent Values claimed that there were students living in their immediate attendance area who enrolled. Charter school (Zimmer & Buddin, 2009). In institutional terms, these schools were presented with a certain degree of Competition. Competition. However, between 80% and 95% of these above concepts suggested that the implementation of Charter schools had little impact on financial capital or on the training and retention of teachers and pupils. Similar findings come from Texas, where about 1% of students were enrolled in charter school at the time. Studies (Bohte, 2004). Over 200 superintendents have been polled, many of whom have been known to work in Districts adjacent to charter school districts (structural competition). Almost half of them The superintendents were unaware of the charter school. Approximately 5 percent of those who were indicated The curricular offerings had modified or extended.

2.  District interviewees were questioned about their understanding of charter schools and the influence that charter schools have on various district operations and decisions relating to enrolment, budgets, infrastructure, employees, parent relations, district programmes and curriculum. Resources. Resources. Staff triangulated information from interviewees and published sources in order to improve reliability. For other reasons, the administrators stated that charter schools worked in accordance with the district education plan and/or state education initiatives to facilitate district reform. In the coding and review, the study considered both of these "results" or "impacts" of charter schools, but throughout the paper, the discrepancies between the charter schools as a stimulus for progress defined and the charter schools as a contributing cause for progress are illustrated in the debate. It is important to keep a variety of methodological concerns in mind when evaluating the findings of this study. This study provides the viewpoints of district representatives at a single point in time. The research would not seek to decide whether the improvements made by the districts reflect what is "good" or "poor" from the viewpoint of the broader school community. The impact of charter schools on districts differ over time. The effect of charter schools and district reactions vary depending on whether the charter school has recently begun or has been in service for a number of years.15 Charter schools in the Sample Districts have been created. Operating between 2 1⁄2 years and 5 1⁄2 years. This research does not discuss progress over time; rather, it reflects on the attitudes of district officials at the time of our interviews in the spring of 1999. Therefore, our results reflect a particular cross-section of time and will likely change as new charter schools open and relationships with existing charter schools evolve.