What do changes in school enrollments mean?
Widespread adoption of cell phones and computers helps explain a startling 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 from the Center for School Change, 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 young people 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.”
The label “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 students 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 U.S. charters rose from less than 100 students 20 years ago, to more than 2 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 and World Learner give elementary/middle school Montessori options in Monticello and Chaska, respectively.
• Small, “classical” high schools are offered at Spectrum (high school in Elk River), Seven Hills (elementary school in Bloomington), St. Croix Prep (K-12 in Stillwater), and Cologne Academy in Cologne.
• Mainstream is an arts high school in Hopkins, and New Heights is a small, personalized K-12 school in Stillwater.
• Northwest Passage high school features extensive travel in Coon Rapids.
• Trio/Wolf Creek is an online school based in Chisago City.
Wise school districts have responded, in part, by offering distinctive programs.
For example, School District196 offers the School of Environmental Studies for 11th- and 12th-graders.
Anoka-Hennepin offers the Science and Technology Education 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 Gov. 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, joe@centerforschoolchange.org. Columns reflect the opinion of the author.
