- Public School Choice
- Charter Schools Choice
- Private Schools
- Private Boarding Schools Choice
- Montessori Schools Choice
- Home Schooling Choice
Public School Choice
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Overview and statistics of Public Schools
A public school provides educational services to students, has an assigned administrator, receives public funds as its primary support, and is operated by an education agency. A single school may operate at multiple locations (for example, an urban "storefront school" for potential dropouts with a single principal responsible for programs at several addresses). Multiple schools may operate at the same location, as is the case when a kindergarten-grade 12 building has both an elementary and a high school principal Types of Public Schools and Agencies In the 2001-02 school year, States reported 94,112 public elementary/secondary schools. This was an increase of more than 11 percent over the fall of 1991. Most (98%) of these are regular schools - those that offer a comprehensive curriculum and may provide other programs and services as well. A smaller number of schools focus primarily on special education (0.4%), vocational/technical education (0.4%), or alternative programs(1%). School districts and other types of agencies. Most local education agencies are those that are typically thought of as "school districts." Operated by a local school board, they provide instructional services for students and comprise about 85 percent of local agencies. A smaller proportion, 8 percent, are supervisory unions or regional education service agencies whose major responsibility is to offer administrative, special program, testing, or other services to school districts. Finally, around 7 percent of the reported agencies are operated directly by a state or federal government agency or are other than any of the preceding categories. Charter school districts. The governance of charter schools varies from state to state. In some cases they are not considered under the administration of the regular public school district within whose boundaries they operate. Student Membership In the 2001-02 school year, 91,380 public schools provided instruction to 47.7 million students in the United States. Most of the 2001-02 students, 98 percent, were reported enrolled in regular schools (do not focus primarily on special, vocational, or alternative education, although they may offer these programs in addition to the regular curriculum). One percent are in alternative schools - Special education or vocational schools each accounted for less than one-half of 1 percent of students. Instructional Level Schools come in all combinations of grades. 58 percent span the primary grades, beginning with pre-kindergarten or kindergarten and going no higher than grade 8. The proportion of students enrolled in primary schools average 49 percent across all states. Middle schools, those with grade spans range from as low as grade 4 to as high as grade 9, make up 17 percent of schools with students. High schools (low grade of 7 or higher, high grade of 12) account for an additional 19 percent of schools. School and School District Size Primary schools tend to be smaller than middle and high schools. The average number of students in a primary school was 441 in 2001-02. Middle schools served, on the average, 612 students each, while the average-size high school had 753 students. There was considerable range in school size across the states. High schools ranged from an average of fewer than 300 students in Montana, North Dakota, and South Dakota to more than 1,500 students in Florida. Student/teacher ratios are higher in primary schools, which have a median number of 16.0 students for each teacher, than in middle or high schools, which have a median number of 15.7 and 15.1 students per teacher, respectively. The median number of primary students for each teacher range from a low of fewer than 13.0 in Montana, Nebraska, North Dakota, South Dakota, Vermont, and Wyoming to a high of 21.5 in Utah. Twenty-five school districts enroll 100,000 or more students, while 1,692 districts serve fewer than 150 students. While few in number, the larger districts include a considerable portion of the students in America's schools. Although less than 2 percent of school districts reported 25,000 or more students, one-third (33 percent) of students attend school in these districts. At the other end of the size range, more than one-third of school districts have fewer than 600 students, but these districts account for only 3 percent of public school enrollment. Other School Characteristics The majority of schools, 57 percent, are in large or midsize cities or their accompanying urban fringe areas. These schools account for more than two-thirds (69 percent) of all public school students. About 1 of every 6 students was in a large city school in 2001-02; a smaller proportion, about 1 in 10, attended a rural school that was not within a metropolitan statistical area (MSA). Title I schools are designated as eligible for participation in programs authorized by Title I of Public Law 107-110, the Elementary and Secondary Education Act of 2002. Those with school wide programs are schools in which all students have been designated by state and federal regulations as eligible for participation in Title I programs. Magnet schools are those designed to attract students of different racial/ethnic backgrounds for the purpose of reducing racial isolation, or to provide an academic or social focus on a specific theme (e.g., performing arts). Charter schools provide free public elementary/secondary education under a charter granted by the state legislature or other appropriate authority. Student Program Participation and Selected Characteristics Nationally, 13 percent of public school students had a Special Education individualized education program (IEP) in 2001-02. Among those states reporting students with IEPs, the proportion ranged from 10 percent in Colorado to 20 percent in Rhode Island. Some 47 states (including the District of Columbia) report the number of students who are English language learners (ELL) and receive English language services. In California, there were 1.5 million ELL service recipients (one-fourth of all students) in 2001-02, while Texas reported more than half a million (one in seven students) receiving ELL services. Across the United States, about 39 percent of public school students are members of minority groups. Sixty-three percent of students in large or midsize city schools are minority students, while only 21 percent of students in small town and rural schools are. In the large or midsize city schools of nine states and the District of Columbia, three-fourths or more of students are minority group members. The proportion is highest in the District of Columbia, where 87 percent of students are minority members. Small town and rural schools tend to have smaller proportions of minority students, but this was not the case for all states. In the small town and rural schools of Arizona, Hawaii, Mississippi, and New Mexico, half or more of the students are minority group members. Excerpted from: Overview of Public Elementary and Secondary Schools and Districts: School Year 2001-02; Lee Hoffman; National Center for Educational Statistics, May 2003. Click here for the complete Report  http://nces.ed.gov/pubs2003/overview03/
School Evaluation Search Engine
This powerful search engine, School Matters, is a service provided by Standard & Poors (S&P). Click here to access a rich amount of information and powerful comparison tools at your State, District and your local School level. The available information includes your Schools data for reading proficiency, math proficiency, students per teacher, enrollment, S&P ratios and much, much more. Public School Search
This search engine is provided by the National Center for Education Statistics and provides some interesting statistics about your local school. |
Charter Schools Choice
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Charter schools are nonsectarian public schools of choice that operate with freedom from many of the regulations that apply to traditional public schools. The "charter" establishing each such school is a performance contract detailing the school's mission, program, goals, students served, methods of assessment, and ways to measure success. The length of time for which charters are granted varies, but most are granted for 3-5 years. At the end of the term, the entity granting the charter may renew the school's contract. Charter schools are accountable to their sponsor-- usually a state or local school board-- to produce positive academic results and adhere to the charter contract. The basic concept of charter schools is that they exercise increased autonomy in return for this accountability. They are accountable for both academic results and fiscal practices to several groups: the sponsor that grants them, the parents who choose them, and the public that funds them.
For the legal definition of a charter school in a particular state, consult that state's charter school law through our State Profiles area. We also provide a sampling of other charter school Definitions. To find research on charter schools, visit our Resources area. Benefits The intention of most charter school legislation is to:
People establish charter schools for a variety of reasons. The founders generally fall into three groups: grassroots organizations of parents, teachers and community members; entrepreneurs; or existing schools converting to charter status. According to the first-year report of the National Study of Charter Schools, the three reasons most often cited to create a charter school are to:
Parents and teachers choose charter schools primarily for educational reasons--high academic standards, small class size, innovative approaches, or educational philosophies in line with their own. Some also have chosen charter schools for their small size and associated safety (charter schools serve an average of 250 students). For more detailed information on each state and the status of its charter school efforts, please see our State Profiles area or visit the Center for Education Reform's Web site. Click here to search for Charter Schools: http://www.uscharterschools.org/pub/uscs_docs/index.htm |
Private Schools
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Overview and statistics of Private Schools
There are roughly 114,800 schools in the United States. 27,700 or approximately 25 percent of all schools are private. Of the private schools, 1,500 are independent schools, and 1,025 of those independent schools belong to the National Association of Independent Schools (NAIS). NAIS is a voluntary membership organization for over 1,100 member schools and associations in the United States and abroad, and is the national institutional advocate for independent pre-collegiate education. NAIS represents 472,967 students, 48,385 teachers and instruction support personnel, and 9,931 administrators in the U.S. Of the 53 million school children in America, 5.9 million or 11 percent attend private schools. Of private school students, 473,000 are in NAIS member independent schools. Enrollment in NAIS schools has been increasing gradually throughout the 1980s and mid-1990s. Tuition in member day schools ranges from a few thousand to over $10,000 and in seven-day boarding schools median tuitions are approximately $20,000. In 1998-99, 16.1 percent of students in NAIS schools received need-based financial aid, with an average grant of $7,318. NAIS membership includes day schools, boarding schools, and combinations. 83.7 percent are coeducational, 8.9 percent girls' schools, and 7.4 percent boys' schools. Enrollment of students of color has grown stronger in recent years and now stands at 17.8 percent. International students accounted for 2.4 percent of total enrollment for the 1998-99 school year. NAIS schools vary in size from a few dozen students to several thousand in urban, suburban, and rural settings nationwide. Private School Search National Association of Independent Schools (NAIC) provides this searchable database of member schools. The database contains schools located across the United States and in several other countries around the world. Families considering their educational options should begin with the widest possible selection of choices and narrow them after thorough review of each school's educational philosophy, curricular and extracurricular offerings, and any other factors of specific importance to each family -- a large or small institution, a single-sex or coed environment, or a day or boarding school. Each record contains basic contact information about the school, including a link to the school's website when available. In addition to individual school records, families may also get information about regional or state independent school associations by using the association search feature. Association records contain contact information and links to websites offering information specific to their state or region. Click here to begin your search http://www.nais.org/admission/schoolSearch.cfm?sn.ItemNumber=521 |
Private Boarding Schools Choice
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Boarding schools are independent, college preparatory schools that provide housing facilities for students and faculty. Boarding schools are sometimes referred to as "intentional communities" because the faculty and staff at boarding schools work very hard to create an environment for students that is safe, academically challenging, active, and fun.
Boarding schools are well known for their academic excellence. With small class sizes, diverse curricula, and individual attention from teachers and advisors, the boarding school experience gives students many distinct advantages. Boarding school students acquire the abilities that help ensure success in college and in life. During the academic year, boarding schools become extended families where teachers and students live and learn together. The 24-hour community of a boarding school environment allows the faculty to seize every teachable moment whether in the classroom, on the playing field, or in the dormitory. There are many different types of boarding schools. If you decide boarding school is for you, the first step to choosing a school is to consider what type of school will best serve the student. Use the links below to search for Private Boarding Schools: Click here to search http://www.schools.com/directory/adv_search/gen_search.cfm Click here to request a free Directory (http://www.schools.com/directory/dir_request.cfm) All Boarding Schools where all the students live on campus. Boarding-Day Schools The majority of students live on campus while some commute from local neighborhoods or towns. Military Schools - http://www.schools.com/directory/military.cfm Schools that follow a military structure and often require uniforms and drill practices. 5-Day Boarding Schools Schools where students may elect to stay only during the week and go home on the weekends. Junior Boarding Schools - http://www.schools.com/directory/junior.cfm Schools that accept students in grades 1-8, usually 6-8. Coeducational Schools - http://www.schools.com/directory/coed.cfm Schools that accept both boys and girls. Boys Schools - http://www.schools.com/directory/boys.cfm Schools that accept only boys. Girls Schools - http://www.schools.com/directory/girls.cfm Schools that accept only girls. Pre-professional Arts Schools - http://www.schools.com/directory/arts.cfm Schools that specialize in training musical, performing, and visual artists. Religious Schools - http://www.schools.com/directory/religion.cfm Schools that are affiliated with a specific religion. |
Montessori Schools Choice
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Montessori schools incorporate the discoveries of Maria Montessori as well as recent understandings of how learning and development take place. Montessori schools are now found in private, public, and home school settings in the United States and abroad. The educational programs located in these schools range from infant care to high school students. Many of these schools are affiliates of, or are accredited by, one of a dozen national and/or international Montessori organizations. Teachers receive Montessori teacher certification after completing rigorous courses of study.
Montessori Schools' Search
Click here to search http://www.montessoriconnections.com/schoolsdb/usschoolssearch.shtml |
Home Schooling Choice
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By Patricia M. Lines (J.D., University of Minnesota; Ph.D., Catholic University of America)
Homeschooling-educating children under the supervision of parents instead of school teachers-has grown steadily over the past several decades. In an earlier era, many children studied at home. But by the beginning of the twentieth century, schools had become commonplace and states had adopted compulsory school-attendance laws. Only a few states allowed homeschooling as an exception to the attendance requirement. A few more required parents only to educate their children, without specifying the means. As a result, homeschoolers risked fines or jail sentences in most states. A lucky few lived in jurisdictions that would not prosecute homeschoolers. Other families found protection in public or private schools that allowed children to enroll in "independent study" and then sent them home. Most families just hoped to avoid notice. Gradually, state by state, the legislature, a state court, an attorney general, or a state board made homeschooling legal. This Digest discusses the extent of contemporary homeschooling and its legal status, describes available resources, presents evidence on the performance of homeschoolers, and notes how public opinion regarding the practice has changed over time. How Many Children Are Homeschooled? The homeschooling population has grown from some 10,000 to 15,000 children in the late 1960s to perhaps one million children by 2001 (roughly 2 percent of the school-aged population). The National Center for Education Statistics, based on a spring 1999 household survey, estimated that from 709,000 to 992,000 children in grades K-12 were in full- or part-time homeschooling (Bielick and others 2001). The rate of growth may be slowing. Examination of reports from eighteen states (Bunday 2001) suggests 11 percent growth per year from fall 1995 through spring 1998. That's a sharp drop from an annual growth rate of 24 percent for the same states in the preceding three years. Assuming annual growth of 10 percent, from 943,700 to 1,320,000 children would be homeschooled by the school year 2001-02. Families that elect to educate their children at home come from all major ethnic, cultural, and religious backgrounds, and all income levels. However, homeschoolers are more likely to be religious, conservative, white, better educated, and part of a two-parent family, compared with the average American family. Homeschooling families tend to have more children and be middle-class (Bielick and others 2001; Henke and others 2000; Rudner 1999). Parents who homeschool their children are more likely to vote, contribute money to political causes, contact elected officials about their views, attend public meetings or rallies, or join community and volunteer associations (Smith and Sikkink 1999). This holds true even when researchers compare only families with similar characteristics, including education, income, age, race, family structure, geographic region, and number of hours worked per week. What Is the Legal Status of Homeschooling? Today homeschooling is legal in all states. State law generally requires homeschooling parents to file basic information with either the state or local education agency. Over half the states require some kind of evaluation under some or all of the homeschooling options available under state law. Usually, this evaluation involves testing of students, but some states accept portfolio evaluations or a teacher evaluation. Much less frequently, states have education or testing requirements for parents. Some states require submission of a curricular plan. Parents do not need teaching certificates. The United States Supreme Court has not explicitly ruled on homeschooling, though it is clear that reasonable regulations will be allowed. The Court has found constitutional problems with compulsory school requirements in Wisconsin v. Yoder (1972), a limited decision involving the Amish. Yoder has led some lower courts to extend more protection to homeschooling families with a religious orientation, compared with those with a secular orientation. A new source of legal tension has emerged over requests for part-time access to public-school curricular or extracurricular programs. Much depends on the state's legal and policy environment. Some state statutes mandate that local districts provide access for homeschoolers desiring to utilize curricular and extracurricular programs. Maine, for example, broadly mandates such access. Iowa mandates access to special-education programs for eligible homeschooling children. What Resources Do Homeschooling Families Use? Parents are, of course, the primary resource. Typically, the mother takes the lead, though fathers usually pitch in. Perhaps as many as one out of ten fathers takes the primary responsibility. Local and state support groups offer advice and assistance. Sometimes, several families will share instructional duties. Local support groups form readily if there are a sufficient number of homeschooling families in an area. There is at least one state-level homeschooling association in every state, and in some states there are a dozen or more regional associations. Often, parents may examine instructional materials at a book fair or association meeting. Other popular resources include libraries, museums, colleges, parks departments, churches, local businesses, and schools. Many large and small publishers offer curricular packages, books, periodicals, and other materials for use in home instruction. Public programs are growing. Alaska sponsors the Alyeska Central School, where teachers in Juneau work with students all over the state via mail, the Internet, telephone, and occasional home visits. In California, children can enroll in a public school's independent-study program. Washington and Iowa laws require public schools to admit students part-time. Some public schools offer specialized homeschooling centers where families may obtain resources and instructional support, or where children may take classes (Hardy 2001; Lines 2000b). An estimated 18 percent of children who are homeschooled enroll in school part-time; 5 percent enroll for 9 or more hours per week (Bielick and others 2001). How Well Do Homeschoolers Perform Academically and Socially? Researchers cannot tell whether the same children would perform better or worse academically in a classroom or at home. State testing data do not necessarily reflect all homeschoolers because not all comply with the testing requirement. Other testing efforts rely on volunteers. Keeping that caveat in mind, where testing data are available, homeschoolers do well. For example, in Alaska, the state's Alyeska Central School has tested its homeschooling children for several decades. As a group they usually score above average in any subject area and at all grade levels. The largest study to date, commissioned by the Home School Legal Defense Association, involved 12,000 students tested through the Bob Jones University testing services. The homeschooled children placed in the 62nd to the 91st percentile of national norms, depending on grade level and subject area (Rudner 1999). At least one intriguing study suggests that student achievement for homeschoolers is not related to the educational attainment of the parent (Duvall and others 1997). This is consistent with tutoring studies that suggest the education level of a tutor has little to do with achievement of a tutored child. College admission also may suggest success. Homeschoolers have reported admission to over 1,000 different U.S. colleges and universities (Bunday 2001). People disagree about whether homeschooling helps or hinders a child's social development. Homeschooling children spend less time with peers and more time with people of different ages. Most participate in scouting, church groups, and other associations. Many volunteer in their communities. Some operate a business. There is no conclusive research suggesting that additional time with same-aged peers is preferable to more time with individuals of varying ages. Have Public Attitudes About Homeschooling Changed? An annual Gallup poll indicates public opinion is mixed. Respondents who regard homeschooling as a "bad thing" dropped from 73 percent in 1985 to 57 percent in 1997 (Rose and others 1997). In 1988, when asked whether parents should have a right to choose homeschooling, 53 percent thought they should (Gallup and Elam 1988). Eighty-two percent of respondents in 1988 agreed that those providing instruction at home should "be required to meet the same teacher certification standards as the public schools." In 1997, 88 percent agreed that homeschools should "be required to guarantee a minimum level of educational quality." And in 1999, 92 percent said that children educated at home should take all the state and national assessments required of public-school students (Rose and Gallup 1999). The 1999 Gallup survey asked, for the first time, about publicly supported services for homeschooled children. Access to special-education courses in public schools was favored by 92 percent of respondents; 80 percent would allow homeschooling teachers to participate in teacher-development activities; 74 percent would allow participation in school extracurricular activities; 73 percent would allow children to enroll in driver's education; and 53 percent would provide transportation services. In sum, the growth rate in home instruction is slowing. Legal issues now focus narrowly on specific regulations or access to resources. Public programs for homeschoolers are on the rise. Where test data are available, children educated at home continue to do well. Acceptance of this option is growing, though the public would like to see the practice regulated. Homeschooling State Laws Click here to learn about your State Laws - http://www.hslda.org/laws/default.asp |