STATE OF THE CHARTER SECTOR:

A SNAPSHOT OF CHARTER SCHOOLS

IN BUFFALO, NEW YORK

2014

www.BuffaloReformEd.org
@BuffaloReformEd
EXECUTIVE SUMMARY

What is a charter school? Who attends local charter schools? How does student performance in
charter schools compare to performance of public schools at the local and state levels? The
Western New York Charter Sector Report answers these questions, presenting a snapshot of
student performance and demographic statistics in Western New York’s charter schools.

As of 2013, the last year with full enrollment data, there were 18 charter schools in Western
New York serving nearly 9,000 students. One school (Pinnacle Charter School) is closed as of
the 2013-14 school year while a new school, the Charter School of Inquiry, is set to open in
2015. While local charter schools have experienced tremendous growth over the past 15 years,
there has been a lack of comprehensive analysis on the performance of the charter sector as a
whole. The Western New York Charter Sector Report fills this gap, providing the public with a
deeper understanding of the options that charter schools provide and the role they play in our
public education system.

This report compiles and averages data on student performance and demographics at each
WNY Charter School in order to provide aggregate information on the performance of the
charter sector as a whole. In addition, this report draws comparisons among student
performance in WNY Charter Schools, the Buffalo City School district, and New York State.
The Buffalo City School district was chosen as a point of comparison as it educates a similar
demographic as the local charter sector. This comparison helps control for the impact of
students’ background on outcomes, and isolate differences in student achievement between
traditional and charter schools. A comparison to NYS averages was included in order to gauge
how local schools measure against statewide standards.

The data presented in this report is derived from standardized English Language Arts, Math,
and Science examinations at the elementary level, Regents examinations and graduation rates
at the high school level, and demographic statistics at individual schools. Buffalo ReformEd
recognizes that standardized test scores do not account for factors that contribute to overall
school quality; however, test scores serve as a reliable means of determining a school’s impact
on student performance.

Above all, this report aims to serve as a useful resource and tool for parents, students, and
community members as they seek to evaluate local educational options, and understand the
impact of the charter sector on student achievement.

1 State of the Charter Sector: 2014

WHAT ARE CHARTER SCHOOLS?

Charter schools are publicly funded, independently operated, tuition-free public schools created
by parents, educators, and community leaders. Charter schools are open to all students; schools
must enroll students through a blind, lottery based admissions process. The only legal
admissions preference schools can offer is to applicants who have a sibling enrolled in the
school.

Charter schools are not under the direct control of a local board of education or
Superintendent. Each school is independently operated by its own board of trustees. As
independent entities, charters are allowed more freedom to innovate, develop their own
curriculum, hire staff, and offer a longer school day and school year. In exchange for more
freedom, charter schools are subject to more rigorous accountability.

Charter schools operate under a five-year contract, or ‘charter.’ Every five years, a charter
school must undergo a rigorous process of renewal to determine if the school is raising student
achievement, and is financially and organizationally sound. If the school does not meet the
criteria for renewal, it will lose its charter and close. This system helps ensure that high quality
charter schools are supported, while low performing schools are phased out. Charter schools
are subject to constant oversight by their authorizer. In New York State, there are three
entities that can act as charter school authorizers: The SUNY Board of Trustees, the New York
State Board of Regents, and local school boards.

As public schools, charter schools are funded by public tax dollars that pass through the
student's school district of residence. A portion of the per-pupil amount that a school district
spends follows a student to the charter school. Because not all monies received by a school
district are included in the calculation, charter schools receive only between 60-80% of what
school districts actually spend on a per pupil basis. In addition, charter schools do not receive
building aid or public funds for capital improvements or renovations.1

For the 2014-15 school year, there are 248 charter schools operating in New York; another 11
new schools have been approved to begin operating in 2015–16 or later.2

2 State of the Charter Sector: 2014

CHARTER SCHOOLS IN WESTERN NEW YORK

There are 17 Charter Schools currently serving students in Western New York. One additional
charter school, the Charter School of Inquiry, is set to open for 2015, while one school, Pinnacle
Charter School, has closed since our initial report. The long-term fate of Pinnacle is unclear,
however, as there is some effort to reopen the school.

Local charter schools are diverse in focus and program offerings; some adopt a progressive,
child-centered education philosophy or a focus on science, technology or leadership, while
others strive to serve unique populations such as English language learners.

What is unique about WNY’s charter sector is that it is a locally grown, grassroots effort
driven by parents, teachers, and community leaders seeking enhanced educational options for
students. There is only one local charter school run by a national charter operator whereas in
most large urban districts, charter operators and charter networks are common.

The table below shows each WNY charter school and its enrollment in 2012-13:
School Grades Served Enrollment

Aloma D. Johnson Community Charter School K–4 295

Buffalo Academy of Science Charter School 7 – 12 404
Buffalo United Charter School K–8 643
Charter School for Applied Technologies K – 12 1,670
Charter School of Inquiry* K-3 n/a
Community Charter School K–6 321
Elmwood Village Charter School K–6 298
Enterprise Charter School K–8 404
Global Concepts Charter School K–8 848
Health Sciences Charter School 9-10 325
King Center Charter School K-6 260
Niagara Charter School K-6 350
Oracle Charter School 9 - 12 334
Pinnacle Charter School** K–8 550
South Buffalo Charter School K–8 673
Tapestry Charter School K - 12 735
West Buffalo Charter School K-2 138
Westminster Charter K–8 552
WNY Maritime Charter 9-12 292
Source: NYSED School Report Cards (http://data.nysed.gov)
*School set to open for 2015-16 school year
**School closed as of 2013-14 school year

3 State of the Charter Sector: 2014

ENROLLMENT IN WESTERN NEW YORK’S CHARTER SCHOOLS

In the 2012-13 school year, there were 9,092 students enrolled in Western New York’s 18
charter schools; enrollment in schools serving Buffalo was 7,894. Enrollment in public charter
schools in Western New York has steadily increased since the opening of the area’s first charter
school, King Center Charter School, in 2000. In Buffalo, increased charter enrollment and a
steady decline in District enrollment means that charter enrollment as a share of total public
school enrollment in Buffalo has steadily increased.

The graphs below show enrollment of students in charter schools operating in Buffalo as a
share of student enrollment in the Buffalo City School district. The figures for charter
enrollment do not include students in the three charter schools operating outside of Buffalo.
Although these schools do enroll students from the city of Buffalo, specific data on the number
of Buffalo students enrolled in these schools is not available, as was therefore excluded.
Charter, District and Total Public School Enrollment in Buffalo
45,000 9,000

40,000 8,000
TOTAL BUFFALO PUBLIC
ENROLLMENT
35,000 7,000
BPS ENROLLMENT

30,000 6,000 BUFFALO CHARTER

ENROLLMENT

25,000 5,000

20,000 4,000
2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Charter Enrollment as Share of Total Buffalo Public School Enrollment

25%

20%

15%

10%

5%

0%
2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

4 State of the Charter Sector: 2014

DEMAND FOR LOCAL CHARTER SCHOOLS

Charter Schools admit students on a lottery basis; when a school reaches its enrollment
capacity, students are placed on a waitlist. Waitlists for local charter schools continue to grow,
reflecting a rising community demand for charter schools as an educational option. In the 2011-
2012 academic year, WNY charter schools had over 2,000 students on waitlists compared to a
total enrollment of 8,139 students.

The following table shows available information on waitlists of charter schools operating in
WNY.

SCHOOL # Students on Waitlist

* Data was not available for 4 of the 17 WNY Charter Schools operating in 2010-11, and thus
have “N/A” in “Total” column.

Source: NYCSA Online. 2012. New York Charter Schools Association. 24 July 2012
<http://www.nycsa.org/>.

5 State of the Charter Sector: 2014

WHO ATTENDS WESTERN NEW YORK’S CHARTER SCHOOLS?

Western New York’s charter schools serve a diverse population demographically similar to the
population of students enrolled in the Buffalo City School District.

Buffalo Charter Demographics (2012-13)

0%

20%
Native American
African American
3%
2% Hispanic
Asian
14% 61% Multiethnic
White

Buffalo Public Schools Demographics (2012-13)

1%

22%
Native American
African American
2% Hispanic

7% 51% Asian
Multiethnic
White
17%

6 State of the Charter Sector: 2014

The majority of students enrolled in Western New York’s charter schools live in poverty, as
measured by free and reduced lunch rates. In the 2012-13 school year, Buffalo area charters and
the Buffalo Public School District served identical populations of student eligible for free or
reduced-price lunches, a proxy for measuring poverty.

Buffalo Charter Demographics (2012-13)

Eligibility for Free/Reduced Price Lunch

18%

Eligible for Free or Reduced

Price Lunch
Non-eligible

82%

BPS District Demographics (2012-13)

Eligibility for Free/Reduced Price Lunch

18%

Eligible for Free or Reduced

Price Lunch
Non-eligible

82%

7 State of the Charter Sector: 2014

The following graph compares demographic information for individual charter schools with
average demographic statistics in the Buffalo Public Schools. The majority of local charter
schools enroll a higher proportion of minority students than the Buffalo Public Schools.

BLACK/HISPANIC AND WHITE ENROLLMENT (2012-13)

BUFFALO CHARTER SCHOOLS AND BPS DISTRICT
100%
90%
80%
70%
60%
50% Hispanic/
Black
40%
White
30%
20%
10%
0%

8 State of the Charter Sector: 2014

ENROLLMENT OF SPECIAL EDUCATION STUDENTS

Overall, Western New York’s Charter schools enroll fewer students with special needs or
disabilities than the Buffalo Public Schools.

Within traditional public schools in Buffalo, however, there is a great degree of variance in the
concentration of special education students, with enrollment rates from 4.9% to 30%; in the
charter sector, the variance is much lower, with enrollment ranging from 10% to 22%. While
traditional schools enroll more students with special needs than charter schools, these statistics
could be inflated by trends in oversubscription of students, primarily minority students, to
special education, as documented by the state Education Department in a 2009 report.3

Charter leaders have noted that one obstacle to serving students with disabilities is the inability
to 'scale' costs: it is prohibitively expensive to serve small populations of students with diverse
special needs. Legislation proposed in New York in 2012 would make it easier and more cost-
effective for charter schools to serve students with special needs by allowing schools to pool
resources in order to provide specialized services.4
Enrollment of Students with Learning Disabilities
Buffalo Charter Schools and BPS (2012-13)
25%
20.8%
20%

15% 13.3%

10%

5%

0%
BUFFALO CHARTERS BPS

Learning Disabled Student Enrollment by School

(2012-13)
25%

20%

15%

10%

5%

0%

9 State of the Charter Sector: 2014

ENROLLMENT OF ENGLISH LANGUAGE LEARNERS

Based on the data available, Buffalo Public Schools enrolled a higher percentage of students
with limited English proficiency than local charter schools in 2012-13.* Charter Schools admit
students based on a blind lottery admissions system, therefore schools cannot offer admissions
preference to English Language Learners (ELL) or students with special needs. In order to
increase the percentage of ELL students served in charter schools to more closely mirror the
local student population, schools must actively advertise their programs, and conduct outreach
in diverse communities. In addition, changes at the state level, in the form of newly revised
enrollment and retention targets for special education and limited English proficient students
aim to increase the proportion of these populations enrolled in Charter Schools across New
York. These changes to charter school law would sanction schools that fail to make a good faith
effort to recruit and enroll English Language Learners or students with special needs.6

Limited English Proficiency Enrollment 2012-13

14%
12%
12%

10%

8%
Limited English
6% Proficient %
4%
4%

2%

0%
BUFFALO CHARTERS BPS

*2012-13 English-language learner demographic data is not available for: Buffalo United Charter School, Health
Sciences Charter School, King Center Charter School, Oracle Charter School, Pinnacle Charter School, or
Westminster Charter School. ELL demographics for these schools are withheld for a variety of reasons. These
schools collectively enroll 2,684 students (34%) of charter enrollment, so may significantly change overall charter
sector demographics.

10 State of the Charter Sector: 2014

STUDENT ACHIEVEMENT - ELEMENTARY MATH AND ENGLISH

In 2012-13 and 2013-14†, Buffalo area charter schools significantly outperformed Buffalo City
Schools in Math and English proficiency in grades 3 through 8. Buffalo charters also
outperformed the other 'Big 5' upstate schools,‡ though performance was significantly below
New York City and statewide performance. Buffalo area charters also showed significant
growth in both English Language Arts and Math, whereas the other comparison districts
largely stayed level in ELA proficiency.

35%
ELA Proficiency Comparisons (2012-13 & 2013-14)
31.1% 30.6%
30% 28.5%
26.5%
25%

20% 17.0%
14.2%
15%
11.5% 11.9% 10.8% 11.2%
10%

5%

0%
BUFFALO CHARTERS BUFFALO CSD UPSTATE BIG 5 NEW YORK CITY SD NEW YORK STATE
2012-13 ELA 2013-14 ELA

Math Proficiency Comparisons (2012-13 & 2013-14)

40%
36.2%
34.3%
35%
31.1%
29.7%
30%

25% 22.9%
19.5%
20%

15% 13.1% 12.5%

9.6% 9.2%
10%

5%

0%
BUFFALO CHARTERS BUFFALO CSD UPSTATE BIG 5 NEW YORK CITY SD NEW YORK STATE
2012-13 Math 2013-14 Math

†
A note about 2012-13 and 2013-14 proficiency rates: 2012-13 was the first year students in grades 3-8 were
given new, more rigorous assessments aligned with the new New York Common Core State Standards. State
education officials warned that proficiency rates were expected to fall dramatically with the new, more rigorous
assessments. As a result, 2012-13 proficiency rates cannot be compared easily to previous years.
‡ Rochester, Syracuse, Albany and Yonkers.

11 State of the Charter Sector: 2014

When making a school-by-school comparison, seven of twelve charter schools serving grades
3-8 outperformed the District in ELA proficiency 2012-13, with nine of twelve outperforming
the District in 2013-14; nine of eleven charter schools operating in both years saw ELA
proficiency rates improve.

ELA Proficiency School-by-School Comparison

50%
45%
40%
35%
30%
25%
20%
15% 2012-13 ELA
10% 2013-14 ELA
5%
0%

In Math proficiency nine of twelve charter schools outperformed the District in 2012-13, with
ten of twelve outperforming the District in 2013-14; eight of eleven charter schools operating
in both years saw ELA proficiency rates improve.

Math Proficiency School-by-School Comparison

60.0%
50.0%
40.0%
30.0%
20.0%
2012-13 Math
10.0%
0.0% 2013-14 Math

12 State of the Charter Sector: 2014

STUDENT ACHIEVEMENT - REGENTS EXAMS AND GRADUATION

Buffalo area charter schools consistently outperform the District on secondary assessment
proficiency, and even exceed state proficiency rates. High school students must take five
Regents assessments in four areas: one English, one Math, two History (Global History and
U.S. History), and one Science. For the 2008 and 2009 cohorts (graduation classes of 2012 and
2013) Buffalo area charters performed significantly above the Buffalo Public Schools and other
upstate urban districts, and on par with or above the statewide proficiency rates.

■ 2008 Cohort ■ 2009 Cohort

Secondary ELA Proficiency Secondary Math Proficiency
100.0% 100.0%

80.0% 80.0%

60.0% 60.0%

40.0% 40.0%

20.0% 20.0%

0.0% 0.0%
BUFFALO BUFFALO UPSTATE NEW YORK BUFFALO BUFFALO UPSTATE NEW YORK
CHARTERS CSD BIG 5 STATE* CHARTERS CSD BIG 5 STATE*

Global History Proficiency U.S. History Proficiency

100.0% 100.0%

80.0% 80.0%

60.0% 60.0%

40.0% 40.0%

20.0% 20.0%

0.0% 0.0%
BUFFALO BUFFALO UPSTATE NEW YORK BUFFALO BUFFALO UPSTATE NEW YORK
CHARTERS CSD BIG 5 STATE* CHARTERS CSD BIG 5 STATE*

13 State of the Charter Sector: 2014

 Secondary Science Proficiency
100.0%
80.0%
60.0%
40.0%
20.0%
0.0%
BUFFALO BUFFALO CSD UPSTATE BIG 5 NEW YORK
CHARTERS STATE*

Turning to high school completion rates, charters again significantly outperform the District,
other upstate urban districts, and even the state average in the percent of students receiving a
Regents diploma, though they lag behind the state average in Regents diplomas with
distinction.

High School Completion Rates (2012-13)

95.2%
100.0% 88.1%
82.9% 82.4%
76.8% Any Diploma
80.0%

60.0% 54.3% Regents

Diploma
40.0%
Regents w/
20.0% Distinction
Local
0.0% Diploma
BASCS CSAT Oracle Tapestry WNY BUFFALO
Maritime CSD

High School Completion Rates (2012-13)

100.0%
86.2%
79.7%
Any
80.0%
64.9% Diploma
54.3%
60.0% Regents
Diploma
40.0% Regents w/
Distinction
20.0%
Local
0.0% Diploma
BUFFALO BUFFALO CSD UPSTATE BIG 5 NEW YORK
CHARTERS STATE

14 State of the Charter Sector: 2014

ATTENDANCE AND SUSPENSION RATES

Average daily attendance in Buffalo area charter schools is significantly higher, while
suspension rates are also notably lower. Data is for the 2011-12 school year, with newer data
not yet available.

2011-12 Attendance and Suspension Rates

100%
90%
80%
70%
60%
50% BUFFALO CHARTERS
40% BUFFALO PUBLIC SCHOOLS
30%
20%
10%
0%
Average Daily Attendance Suspension Rate
Rate
Suspension rates vary significantly across area charter schools. This may be for a number of
factors, particularly the schools' approach to discipline. WNY Maritime Charter School, which
has the highest suspension rate, is particularly strong on discipline, following the Naval
Academy model. Suspension rates on their own, without the context of what the school's
disciplinary policy is, therefore tells very little.

Charter Suspension Rate Comparisons (2011-12)

50%
40%
30%
20%
10%
0%

15 State of the Charter Sector: 2014

LOOKING FORWARD

In the two years since Buffalo ReformEd first published our 'State of the Charter Sector' report,
charter enrollment in Buffalo has continued to grow even while growth in the number of
schools has stalled. With West Buffalo Charter School opening in 2012-13 and Pinnacle
Charter School closing in 2013-14, the number of charters has remained the same. Enrollment
has continued to grow, however, as schools continue to add grade levels, with a few schools
also expanding the size of their grade level enrollment. One new charter (Charter School of
Inquiry) has been approved to open for 2015-16 and the fate of Pinnacle Charter School
remains up in the air, possibly reopening under a new charter manager, meaning charter
enrollment will likely continue to steadily increase over the coming years.

Funding Freeze

The charter sector in Buffalo faces a few issues over the short term that should be addressed.
First, charters continue to struggle with budget issues as New York State enters a seventh year
of a 'charter funding freeze,' freezing the amount per student charters receive. This makes it
increasingly difficult for charters to adequately serve students with special needs, as well as for
charters serving high school grade levels, where a greater variety in course offerings
necessitates greater staffing levels as well as unique facilities. As a result, some of the Buffalo
area charter schools serving high school grades have explored expanding into lower grade
levels.

Facilities

In Buffalo, as with other upstate cities, charters continually struggle with securing adequate
facilities. Charters face a number of issues on this front. First, unlike in New York City, the city
school district in Buffalo and other upstate cities have thus far refused to share space in
underutilized schools or rent unused facilities to charters. On the surface, this refusal makes
little sense in Buffalo, where the District has significant excess capacity and facilities and
maintenance costs tie up a significant share of the budget. Instead charters must find adequate
facilities to purchase or rent. This leads to two issues. First is the lack of available facilities
adequate to house a school. Second is the difficulty in securing a lease for or purchasing a
facility, since charters are only guaranteed a five year charter before they must renew. As a
result, many charters must often rely on partnerships to secure adequate facilities or renovate
facilities to meet the needs of the school and assist with financing.

This is one area where a partnership between the District and charters appears to be a win-win:
charters can get access to adequate facilities for reasonable cost, while the district can not only
clear the expenses of maintaining unused facilities from its budget, but actually earn a return on
these facilities.

Adapting to Common Core

While charters are free from many regulations and restrictions of state law, which sets them
apart from district schools, they are held accountable for the same state assessments and
graduation requirements. Therefore, charters must also adapt to the newly adopted New York
Common Core State Standards, aligning their curriculum to ensure students are prepared to

16 State of the Charter Sector: 2014

meet proficiency standards on the new Common Core aligned assessments. In the first few
years of adapting to the new standards, charters already have shown to be better equipped to
adjust, largely because charters already have firmly established school-wide approaches to
curriculum development. Whereas many district schools struggle with an unclear school-wide
mission, inconsistent or unclear mandates from the central office, or a combination of the two.
Nonetheless, charters still must make the necessary changes to ensure their students are
prepared for the more rigorous standards. This is all the more vital for charters coming up for
renewal, as the renewal of their charter depends on showing continued academic performance.

Serving Special Needs Students

As the report shows, while charters serve demographics ethnically and economically similar to
the District, they tend to serve fewer proportions of special needs students, including students
with learning disabilities and English language learners. While many factors may contribute to
some of this disparity (self-selection by high-need families; limitations of enrollment by lottery;
the tendency of urban districts like Buffalo to over-identify students with learning disabilities),
the fact remains that the charter sector can improve its efforts to recruit and serve higher need
populations. One possible solution in the works is legislation that would give charters greater
ability to combine services or connect with other service providers to provide specialized
education services at scale. Charters should also regularly review their recruitment and
application systems to ensure these are not creating unintentional barriers to enrollment of
high-need students. Some charters, such as West Buffalo Charter School, have proven,
however, that recruitment campaigns can successfully target particular high-need students:
26% of West Buffalo students are English language learners, far surpassing the charter sector
and district averages.

17 State of the Charter Sector: 2014

CONCLUSION

For local charter school founders, the goal in creating new schools is to prove that change is
possible with the public school population in Buffalo and to model how that change can be
accomplished. By and large Western New York Charters have done this. Data on school
performance showed that on average, the WNY Charter sector consistently outperformed the
Buffalo city school district in all academic categories, at both the elementary and high school
levels.

While WNY charter schools are extremely competitive at the local level, aggregate scores still
lag behind statewide averages in some categories. Local charter schools serve far more students
living in poverty than represented in statewide averages, but high expectations for student
achievement, regardless of race or income, must be maintained. Both charters and traditional
public schools, especially in urban districts like Buffalo, have room to improve. However, the
impressive academic results on state assessments for charter schools across the state compared
to their respective districts is unmistakable, and indicates the important role that charter
schools play in improving the quality of education in locally and across New York State.

While on average local charter schools enroll similar, sometimes higher, rates of students
living in poverty compared to their home districts, they enroll lower rates of students with
special needs and English language learners. Local charter schools must work to address these
gaps and fill the need for adequate programming for an increasingly diverse local student
population. At the state level, providing charter schools with equitable per-pupil funding and
enacting legislation to make it easier and more cost-effective for charter schools to serve
students with special needs will support charter schools as they seek to better serve the special
needs population. In addition, new enrollment and retention targets in charter schools will
create processes through which schools can enroll greater numbers of English language
learners, along with necessary accountability measures.

As charter schools continue to enroll a greater portion of public school students in Buffalo, a
concerted effort must be made on the part of local and state education authorities to support
and strengthen local charter schools. Collaboration across charter and traditional public
schools has been limited; in order to fully realize the local potential for reform that exists
within successful charter schools, education leaders must promote the sharing of best practices
across sectors.

Western New York’s Charter Schools are a valuable part of the local education landscape,
offering parents and students with urgently needed quality educational options. Local demand
for charter schools is outpacing supply, indicating that there is much room for the sector to
expand in the coming years.

18 State of the Charter Sector: 2014

ENDNOTES

1
“What is a Charter School?” Www.Nysca.org. New York Charter Schools Association. Web. September 15, 2012.
< http://www.nycsa.org/charterschool.aspx>.
2
“Charter School Facts.” Www.p12.nysed.gov. New York State Education Department. July 24, 2012. Web.
September 9, 2012. <http://www.p12.nysed.gov/psc/CharterSchoolsFact.html>.

3
“Special Education Annual Performance Report: Statewide Classification Rate of Students with Disabilities by
Race/Ethnicity.” Www.p12.nysed.gov. New York State Department of Education. October 2009. Web. October 10,
2012. <http://www.p12.nysed.gov/specialed/techassist/Statewide-Oct09/textonly/slide45.html> (Noting that in
comparison to white students, black and Latino students are disproportionately placed in special education,
especially in the state’s high-needs, urban districts).
4
“S7122-2011: Relates to the provision of special education services at charter school.” Open.nysenate.gov/open.
New York State Senate. Web. October 12, 2012. <http://open.nysenate.gov/legislation/bill/S7122-2011>.
6
Slentz, Ken. “Enrollment and Retention Targets for Charter Schools.” Www.Regents.NYSED.gov. NYS Board of
Regents. July, 16 2012. Web. October 18, 2012.
<http://www.regents.nysed.gov/meetings/2012Meetings/July2012/712brca11.pdf>.

19 State of the Charter Sector: 2014