The belief was that creative educators, freed from myriad rules and regulations, would try new things that, if successful, would influence the entire system (3).
Charter schools also have a special obligation: to lead in demonstrating innovations in instruction, organization, curriculum, and design when it comes to improving our [public] schools. Granted leeway from regulations, these charters are given the opportunity to experiment thoughtfully with multiple approaches to teaching and learning in ways that reflect the philosophy and guiding principles of the school community. While some charters live up to this expectation, many do not (3-4).
When they [charter schools] have not lived up to that promise, it has often been in cases where charters have been used by those whose agenda is not to improve the public schools but to abandon them (4).
Sizer, Ted and George Wood. “Charter Schools and the Values of Public Education.” Keeping the Promise?: The Debate over Charter Schools. Eds. Leigh Dingerson, Barbara Miner, Bob Peterson, and Stephanie Walters. Rethinking Schools: Milwaukee, WI, 2008: 3-16.