The Charter School Experiment

The Charter School Experiment Expectations, Evidence, and Implications

Edited by Christopher A. Lubienski and Peter C. Weitzel, foreword by Jeffrey R. Henig
cloth, 304 Pages
Pub. Date: September 2010
ISBN-13: 978-1-934742-67-9
Price: $49.95

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Pub. Date: September 2010
ISBN-13: 978-1-61250-394-3
paper, 304 Pages
Pub. Date: September 2010
ISBN-13: 978-1-934742-66-2
Price: $29.95

Add to Cart

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When charter schools first arrived on the American educational scene, few observers suspected that within two decades thousands of these schools would be established, serving almost a million and a half children across forty states. The widespread popularity of these schools, and of the charter movement itself, speaks to the unique and chronic desire for substantive change in American education. As an innovation in governance, the ultimate goal of the charter movement is to improve learning opportunities for all students—not only those who attend charter schools but also students in public schools that are affected by competition from charters.


One of the most thorough and balanced works on what we have learned about charter schools. Both thoughtful and provocative. — Henry M. Levin, William Heard Kilpatrick Professor of Economics and Education, and director, National Center for the Study of Privatization in Education, Teachers College, Columbia University

The Charter School Experiment is a balanced and scholarly assessment of the strengths and weaknesses of charter schools, which should inform the current policy debate. — Diane Ravitch, research professor of education, New York University and nonresident senior fellow, Brookings Institution

Faith in charter schools is skyrocketing. But as Washington tells states to open more charters, does this politically sexy innovation actually work? When their performance flags, why? How might inventive schools actually challenge the status quo? Squarely addressing these questions, this book arrives at just the right time. A must-read for parents, educators, and reform leaders, not to mention White House staffers. — Bruce Fuller, professor, education and public policy, University of California, Berkeley

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About the Editors

Christopher A. Lubienski is associate professor of education policy and a fellow at the Forum on the Future of Public Education at the University of Illinois at Urbana-Champaign.

Peter C. Weitzel
is an advanced doctoral student in educational organization and leadership at the University of Illinois at Urbana-Champaign.

Table of Contents (PDF)

Q&A with Christopher Lubienski and Peter Wietzel

E-book available through online booksellers

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