Open Market Education Case Study

Open Market Education is a term that encompasses a variety of education models that include various configurations: K-12, institutes of higher education, private schools, for-profit schools, magnet schools, charter schools, and most recently, open curriculum schools. The open market model, primarily now see in the charter school movement, is viewed by some as one of the nation's successful bipartisan political efforts (Peebles, 1997). Attendance at a charter school is elective, so the schools have more flexibility and freedom to innovate than do other public schools in the same district. They are generally seen as safer, more positive alternatives to public schools in areas where schools are low-performing or failing (Bailey & Cooper, 2008).

Kevin Carroll spent a full year at the school, documenting what he saw, participating in activities, conducting interviews and attending discussions. He found the school community diverse, happy, collegial, and host to children who had a sense of being in a place where they belonged and had a voice (Carroll, 2006). The school's curriculum is inspired by Paolo Friere and designed to enable children to be active participants in their own learning, to be problem solvers and problem posers (Friere, 1993, as cited in Carroll, 2006). In his study, Carroll examined the in-school community as well as the community at large. He did not examine test scores but rather was looking at the social and affective aspect of the school's program. He found that students and teachers built relationships through non-traditional activities such as camping trips that encouraged their engagement in learning. The school held KIVA meetings to reflect upon and discuss processes and projects. He found learning experiences that were community based, so that concepts were taught in their relevant contexts. Honest critiques, that included discussion and reflection on learning activities, were part of the school's culture. Students engaged in extended units of study and presented their findings (Carroll,

Observers note that Greek culture is present in the hallways and that the atmosphere is much like a traditional parochial school. Hmong schools have been successful in Minnesota. In areas traditionally ridden with young marriages and gang activity, student achievement rates and graduation rates have increased dramatically (Bailey & Cooper, 2008). When the Ben Gamla Hebrew Academy was organized in Florida, the school had 800 applications. It is housed in a synagogue and has been under heavy community pressure for being too religious. Proponents say the pressure comes from local, private Hebrew academies which are losing students and their accompanying tuition to the charter school (Bailey & Cooper, 2008).

Charter schools which choose to have a religious and cultural focus must be sure to form their charter as a separate, secular foundation and not as part of a church. The charter should state that the school will be culturally focused. The educational and pedagogical philosophies should be established and developed to be parallel to the faith. The curriculum must meet state guidelines for content standards. Organizers should focus recruitment on the target faith