A new report from the National Alliance for Public Charter Schools highlights growing demand nationwide for education flexibility–and charters’ capacity to meet that demand. Authored by Christy Wolfe, senior vice president for policy, research and planning, the report specifically evaluates flex-based learning, which melds onsite and at-home instruction to form a hybrid (and often highly customized) model of instruction.
As Wolfe notes, flex-based learning appeals to an increasing number of families nationwide for a variety of reasons, which include:
- Students with special talents (requiring scheduling flexibility to maintain sports training or musical practice schedules)
- Students with special needs or learning differences
- At-risk students
- Mobile students
- Rural students
- Former homeschoolers
Currently, flex-based instruction encompasses micro schools, hybrid homeschools, learning pods, and blended learning schools. It also includes non-classroom-based learning or independent study. But charter schools, which in some states already leverage flex-based learning approaches, could grow in this space as well, Wolfe writes. In fundamental ways, the pandemic shifted expectations–and even the language around school choice–to create a new potential lens for viewing charter schools and flex-based learning. Wolfe notes:
Prior to the pandemic, the typical framework for public school choice advocacy was in the context of switching: If a parent wasn’t happy with their zoned school, they should be able to switch. Today, with the proliferation of flexible school models, public charter schools can adapt to serve even those parents who are interested in supplementing or customizing their child’s education.
What might that look like? Wolfe charts several approaches:
Source: Christy Wolfe, “In Our New Hybrid World, Where Do Public Charter Schools Fit?” National Alliance for Public Charter Schools, July 12, 2024.
Several states–California, Arizona, and Idaho–are forerunners in utilizing the charter model to provide flexible learning. California, in particular, “has, by far, the most robust flex-based learning program in the country,” Wolfe writes.
Wolfe has argued before for charters’ expanded presence in flex-based learning. In commentary for The 74 (addressing the growing “Chipotlification” of American education) last year, she wrote:
As policymakers explore ways of expanding educational freedom, they should consider that charter schools can provide the best of both worlds when it comes to enabling a customized public education: a home base with a school culture, instructor support and camaraderie, along with flexibility to learn at home, in a pod or at a school. As recent data from CREDO show, the charter school policy framework of flexibility for accountability has had a large impact on student achievement: At the school level, charter schools outperformed district schools in reading and math.
To serve more families and provide expanded opportunities for customization, the charter school community should work to remove barriers that impede the creation of these innovative, learner-centered, public schools.
Flexible scheduling in North Carolina for students at risk of dropping out
In North Carolina, some charter schools have mission-driven approaches that allow for flexible scheduling. For instance, the Charlotte Post recently spotlighted Stewart Creek High School (a Coalition member school!), which offers students an alternative pathway to a high school diploma that is “personalized, flexible, and supportive.” Read more about Stewart Creek here.
In addition, at its June meeting, the Charter Schools Review Board approved remote academy applications for these charter schools:
- Pine Springs Preparatory
- Uwharrie Charter
- Carolina Charter Academy
- Longleaf School of the Arts
Access the Alliance report here or by clicking on the report image below.
*This post has been updated since its publication.
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