Picture Post Week: Follow up on who’s running America’s charter schools

This post is a follow up on my previous post where I discussed which charter school operators are actually leading the nation in charter school enrollments. Here are a some slides breaking out the charter school enrollments by operator/manager for a handful of states.  These slides are made possible by my meticulous graduate student Mark Weber, who spent hours aligning operator classifications and school links first presented by Gary Miron and colleagues, and merging those classifications to the 2011-12 National Center for Education Statistics Common Core of Data and Civil Rights Data Collections.

The data are likely imperfect in many ways. For one, it’s not always easy to figure out exactly who’s managing what school. In addition, charter school enrollments have continued to expand rapidly since this time. But, we have little reason to believe, for example, that the distribution of operators within the charter sector has shifted dramatically. Bottom line – we should have better – “officially” (USDOE/NCES, SEAs) gathered data on such things.  For now, we don’t.

In later posts, I will, time permitting, spend a bit more time discussing some of the operators I’ve highlighted in red (w/yellow font) on these slides. My previous post includes some links and to some, these names will be familiar.










Published by schoolfinance101

Bruce Baker is an Professor in the Graduate School of Education at Rutgers, The State University of New Jersey. From 1997 to 2008 he was a professor at the University of Kansas in Lawrence, KS. He is lead author with Preston Green (Penn State University) and Craig Richards (Teachers College, Columbia University) of Financing Education Systems, a graduate level textbook on school finance policy published by Merrill/Prentice-Hall. Professor Baker has written a multitude of peer reviewed research articles on state school finance policy, teacher labor markets, school leadership labor markets and higher education finance and policy. His recent work has focused on measuring cost variations associated with schooling contexts and student population characteristics, including ways to better design state school finance policies and local district allocation formulas (including Weighted Student Funding) for better meeting the needs of students. Baker, along with Preston Green of Penn State University are co-authors of the chapter on Conceptions of Equity in the recently released Handbook of Research Education Finance and Policy, and co-authors of the chapter on the Politics of Education Finance in the Handbook of Education Politics and Policy and co-authors of the chapter on School Finance in the Handbook of Education Policy of the American Educational Research Association. Professor Baker has also consulted for state legislatures, boards of education and other organizations on education policy and school finance issues and has testified in state school finance litigation in Kansas, Missouri and Arizona. He is a member of the Think Tank Review Panel, a group of academic researchers who conduct technical reviews of publicly released think tank reports on education policy issues.

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