The Road Not Taken: Horace Mann Charter Schools in Massachusetts

April 2006

Report Abstract
Drawing on research with legislators, leaders at the Massachusetts Department of Education, heads of the major education associations, and charter school experts, this policy analysis seeks to identify reasons for the lack of interest in Horace Mann charter schools. Once touted as a potentially revolutionary new school alternative, Horace Mann charter schools now are an almost totally abandoned education reform option. In stark contrast to the popularity of Commonwealth charter schools, not a single application for a Horace Mann charter has been filed in the past two years. The report finds that some of the challenges to the creation of Horace Mann charters include: political challenges, financial disincentives, and a general lack of information.

Commonwealth charter schools, which operate as independent of mainstream school districts, are highly popular among educators, parents and the students who attend them. Yet, they have consistently generated remarkable acrimony and controversy within the education community. By contrast, Horace Mann charter schools, which operate as part of mainstream districts, hold political promise for diminishing the damaging controversies surrounding Commonwealth charter schools. This political promise has not, however, increased the appeal of Horace Mann charter schools. Even with more than twice as many Horace Mann charters available and a higher approval rate than Commonwealth charters, Horace Mann charter schools have remained grossly underutilized.

“Horace Mann charter schools represent a viable middle ground in the ongoing debate about charter schools,” said Paul Reville, president of the Rennie Center. “The fact that this once promising option is generating no present interest warrants policy makers’ attention.”

Recommendations
This analysis recommends that legislators and policy makers create a sense of urgency about resurrecting the Horace Mann charter school option. Policy recommendations include:
1. Clarifying roles and responsibilities for the leadership constituencies of Horace Mann charters;
2. Extending the outreach efforts to promote Horace Mann charters as a model for addressing specific educational challenges, such as converting low performing schools; and
3. Establishing support mechanisms for prospective Horace Mann leaders.

In order to adequately address these recommendations, the Rennie Center report calls for policy makers to take a more active interest in cultivating the Horace Mann model.

“The charter school debate continues to polarize the field,” said Reville. “This analysis clarifies next steps for legislators and the Department of Education to diminish the acrimonious controversies surrounding Commonwealth charter schools by seeking ways to encourage interest in the establishment of Horace Mann charter schools.” 

See the April 24th Boston Globe editorial highlighting this report, Enter Horace Mann.  


About the Rennie Center for Education Research & Policy
The Rennie Center's mission is to develop a public agenda that informs and promotes significant improvement of public education in Massachusetts. Our work is motivated by a vision of an education system that creates the opportunity to educate every child to be successful in life, citizenship, employment and life-long learning. Applying nonpartisan, independent research, and civic engagement, the Center is creating a civil space to foster thoughtful public discourse to inform and shape effective policy. For more information, visit us at www.renniecenter.org.