June 4 marked the twenty-fifth anniversary of the enactment of Minnesota’s charter school law, the nation’s first. In broad terms, the authors’ vision allowed for the creation of new schools that would be exempt from many of K–12’s overbearing regulations in return for these schools being held accountable for results.
As charter pioneer Ted Kolderie wrote, this horse trade would “…introduce the dynamics of choice, competition, and innovation into American’s public school system, while at the same time ensuring that new schools serve broad public purposes.”
The visionaries who developed the concept of chartering as a way to disrupt the century-old public education monopoly of geographically defined school districts held many different expectations for the kinds of schools that this would bring into being: schools for poor kids, for sure, but also teacher-led schools, STEM schools, classical schools, language-intensive schools, art and music schools, schools for children with disabilities, for children with special gifts, for mobile families, and so much more.
It was, in fact, meant to serve as a kind of engine of innovation and experimentation for the entire K–12 enterprise, and not just with regard to curriculum and pedagogy. Chartering also held—and holds—the capacity to develop new structures for delivering and governing...