Are student services better or worse in charter schools?
Are Student Services Better or Worse in Charter Schools?
Explanation of the Issue under Review
The overall issue is that there is no definite understanding about the actual difference between the charter schools and standard public schools. This issue can be raised in the global context as well as at the national, regional and local levels. In fact, it is not widely stated that charter schools are in fact one of the version of the public state schools. The overall idea is that there is a challenge to understand whether the performance and productivity of children in charter schools are better or worse compared to state public schools (Ardelt, 2005). According to the statistical findings, around seventeen percent of children at charter schools show higher productivity and overall performance compared to traditional public schools (Lichtenstein, Smith, & Torbert, 1995). At the same time, around forty percent of children from charter schools illustrate the performance, which is significantly worse in charter schools compared to traditional public schools. Simultaneously, almost fifty percent of children at charter schools do not perform meaningfully better or worse compared to traditional public schools. Nevertheless, the statistical findings also state that the children from charter high schools have greater scores on the exams at colleges such as ACT or SAT (Glickman, Gordon, & Ross-Gordon, 2009). In fact, these children have more chances to enter the graduate high schools and / or colleges compared to the children of traditional public schools. However, various research studies show that the efficiency of charter schools differs depending on their location (Marzano, Waters, & McNulty, 2005). The research results do not provide adequate and reasonable findings towards the reasons for this state of affairs for charter schools. Hence, it is important to acknowledge that there are some factors that have a strong impact on the performance of children at charter schools and traditional public schools (Nolan & Hoover, 2010). These factors relate to the aspects of negative impact in terms of the effectiveness of educational process. This process could reflect the inefficiency of the policy that require children to be authorized and be more accountable. It has a negative impact on the academic growth and development of personal identity for the vast majority of children (Ardelt, 2005). It also deals with the policies that influence the achievements of children at charter schools compared to traditional public schools. Nevertheless, various research studies prove that the performance and achievements of children in charter schools are neither worse nor better compared to a great number of traditional public schools (Lichtenstein et al., 1995).
Position of the Writer regarding the Issue
In my opinion, it does not matter what schools the children go to. In case they are willing to get new skills and / or knowledge, they will find the way to educate themselves everywhere. Therefore, it refers to both charter schools and traditional public schools. People are different everywhere and so are the educators. The overall position of the education could enhance the effectiveness of the education process and the productivity of children at schools. However, this impact is insignificant. In the global context there are many examples that prove that there were many people who obtained great education without going to schools, colleges or even universities. For instance, Steve Jobs and Bill Gates did not complete their university education but that did not affect their lives and the ability to do business all over the world. Even if we compare the results of children from traditional public schools they would be different from place to place. The same is with charter schools and their student services. They may be a great advantage that makes a difference only for those children who are willing to learn and obtain new skills and knowledge. However, these services may not be important for the children who are not willing to educate themselves and it does not matter whether they study at a charter school or a traditional public school. Overall, there are many benefits and drawbacks in both charter and traditional public schools. The idea is to take advantage of them in terms of offering more value for the children. This value could be achieved only through the implication of childrens personal growth and professional development. However, this aspect does not make much sense in case the children are not willing to be educated or learn anything. The time will come and these children will be forced to study and they will learn since there will be no other option left for them. The same applies to those children who are willing to improve their lives by means of education with respect to both personal growth and professional development. These are the implications that can make a difference for both charter schools and traditional public schools, including the quality of their student services.
Implications for Educational Leaders
The implications for the educational leaders should refer to both charter schools and traditional public schools. It could be justified by the need to learn and study in every public school for the definite number of years (Ardelt, 2005). However, the educational leaders could contribute to the existing position of both schools with respect to the effectiveness of the overall educational process, including the efficiency of the educators and their treatment of the children (Lichtenstein et al., 1995). It also relates to the achievements of the children during academic years. Hence, what could be done in both charter schools and traditional public schools in order to improve the productivity of children as well as the overall performance of these schools, is the creation of a community under the educational leadership guidance and support (Nolan & Hoover, 2010). The creation of a sole community could be the only instrument for educational leaders to sustain their schools in the future years of education. It could also reform the overall approach to educating different categories of children that frequently meet in both charter schools and traditional public schools (Glickman et al., 2009). Overall, the idea of special treatment via student services and educational leadership is the solution that could work in the best way to help these schools remain effective for many years in the future.
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Alignment of Issue with ELCC and Conceptual Framework of School of Education
The overall data was collected with respect to the ELCC Standards and Conceptual Framework of School of Education. Overall, the issue of the differences in the perception of charter schools and traditional public schools are aligned in the conducted analysis. In fact, the aspects of the educators efficiency, the employees productivity and the overall performance of the school are driven by the ELCC Standards and Conceptual Framework of School of Education internationally (Nolan & Hoover, 2010).