To be clear the following article contains rough estimates on how we could best use federal funds to open new charter schools and jumpstart this important public discussion.

As California grapples with the complexities of funding its public education system, the idea of leveraging federal funding to expand charter schools has become an increasingly relevant topic of discussion. With $16.8 billion in federal funding allocated to California public schools, we have an unprecedented opportunity to rethink how we can best support our students, particularly in underserved communities. One of the most promising avenues is to invest in charter schools — schools that offer unique, flexible, and innovative educational options to students across the state.

In California, there are already 1,283 charter schools, serving approximately 709,630 students across elementary, middle, and high school levels. These schools are making an impact, especially in areas where traditional public schools may not be meeting the needs of all students. But what if we could significantly increase that number and open thousands more charter schools across the state with federal funding?

Expanding Access to Innovative Education

Charter schools are known for their ability to innovate within the education system. With the flexibility to design their own curriculums and teaching methods, charter schools have the potential to cater to diverse student needs in ways that traditional public schools may struggle to achieve. Whether through specialized programs in STEM, arts, or language immersion, charter schools offer unique learning experiences that can be difficult to replicate in a one-size-fits-all environment.

Currently, there are about 1,283 charter schools in California, but federal funding could create thousands more. For instance, with $16.8 billion in federal funding, we could potentially open around 24,000 charter elementary schools, 16,000 middle schools, and 11,200 high schools across the state. Imagine the possibility of providing thousands of students, particularly those in underserved communities, with access to high-quality, innovative education. This would not only alleviate overcrowding in traditional public schools but also expand the range of educational choices available to families.

Addressing Equity and Accessibility

One of the biggest benefits of charter schools is their potential to improve academic success in education. Charter schools can be an important tool for providing educational opportunities in low-income neighborhoods where traditional public schools may not have the resources to meet the needs of all students. By offering smaller class sizes, specialized curriculums, and a focus on individual student needs, charter schools can help close achievement gaps that have persisted for decades.

Currently, charter schools in California serve a diverse student population, with many schools focused on helping students who have been historically underrepresented in higher education. For example, nearly 48% of charter school students are from low-income families, and many charter schools focus on helping English language learners or students with special needs. Federal funding could be directed toward opening even more charter schools in these communities, ensuring that every child, regardless of their background, has access to high-quality education (California Department of Education).

A Proven Track Record of Success

The potential benefits of charter schools aren’t just theoretical — they’re supported by data. Numerous studies have shown that charter schools, particularly those in low-income areas, often outperform their district-run counterparts in terms of student achievement. For example, a study by the National Bureau of Economic Research found that students in charter schools performed better in both math and reading compared to students in traditional public schools (National Bureau of Economic Research).

While some critics of charter schools argue that they divert resources away from district-run schools, the reality is that charter schools often serve as an important tool for educational innovation and improvement. Many charter schools partner with local districts, share best practices, and provide valuable insights into what works in education. By increasing the number of charter schools, we can create more options for families and provide more examples of what works in the classroom.

Strengthening California’s Educational Future

As the nation’s largest public school system, California faces unique challenges. With approximately 5.9 million K–12 students in the state, the sheer size of the student population makes it difficult to meet the diverse needs of all students. However, charter schools offer a solution by providing choice and innovation within the public school system. Expanding the number of charter schools would help to diversify the educational options available to families, ensuring that every student has the opportunity to succeed.

The $16.8 billion in federal funding provides an unprecedented opportunity to accelerate the growth of charter schools in California. By directing these funds toward opening more charter schools, we could create thousands of new learning environments where students can thrive. Whether it’s a charter school focused on science and technology, a school that integrates arts and culture, or one that provides additional support for students with disabilities, the possibilities are endless.

Summary

Charter schools have proven to be an invaluable part of California’s educational landscape. With federal funding, we can harness their potential to provide more educational options, improve equity, and enhance student outcomes. By expanding the number of charter schools across the state, we can ensure that all students, regardless of their background or zip code, have access to high-quality education. Now is the time to invest in California’s future by leveraging federal funding to open new charter schools and give every student the opportunity to succeed.

California’s charter schools are often underfunded compared to district-run schools. Despite their growing popularity and proven success in improving student outcomes, many charter schools struggle to secure the financial resources necessary to sustain and expand their operations. As a result, charter schools face challenges such as limited facilities, fewer staff members, and fewer programs designed to meet students’ diverse needs. With more federal funding, California could provide these schools with the resources they need to offer more equitable opportunities to students and to further their innovative educational models.

It’s clear that charter schools hold significant promise for improving education in California. Let’s take advantage of this opportunity to expand these options and create a brighter future for all of our students.

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Sources:

• California Department of Education. “Charter Schools in California.” CDE Charter Schools.
• National Bureau of Economic Research. “The Effect of Charter Schools on Student Achievement.” NBER Paper.
• California Department of Education. “California State Budget 2023–24.” CDE Budget.
• Charter Schools – Specialized Programs (CA Dept of Education)

🔹 The Problem: Why Is the U.S. Behind?

Compared to China and Japan, the U.S. lags in math proficiency, problem-solving skills, and advanced coursework. Here’s why:

🚨 Delayed Algebra Exposure → Most U.S. students take Algebra I in 9th grade, while Chinese and Japanese students complete it by 7th or 8th grade. This prevents many from reaching Calculus in high school.

🚨 Overemphasis on Memorization → U.S. students often memorize formulas rather than understanding their derivations, leading to weak problem-solving skills. In contrast, Japan and China focus on proofs, logic, and deep conceptual learning.

🚨 Tracking & Equity Issues → Many U.S. schools place students in lower-level math tracks early, limiting their ability to take advanced math later. Other countries ensure all students have access to rigorous math.

🚨 Low Teacher Qualifications → In the U.S., many math teachers lack a strong mathematics background. In Japan and China, math teachers are subject-matter specialists with rigorous training.

🚨 Cultural Mindset Issues → Math is often seen as an innate talent in the U.S., while in China and Japan, it is treated as a skill that any student can master with effort.

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🚀 A Bold Plan to Fix U.S. Math Education

🔹 Early Foundations (Grades K-5)

✅ Current U.S. Approach:

• Focuses on basic arithmetic but lacks deep problem-solving.
• Students memorize rather than develop conceptual understanding.

✅ Failures in U.S. Approach:

• Many students enter middle school without mastering fractions, division, or word problems.
• Lessons focus on speed and drills instead of critical thinking.

✅ What China & Japan Do Differently:

• Heavy use of visual models (Singapore Math, Bar Models, Abacus techniques).
• Encourage students to struggle through problems and explain solutions.

✅ Fix for the U.S.:
🔹 Introduce Singapore Math-style visual learning and multi-step problem solving.
🔹 Ensure mastery of multiplication, division, and fractions by 4th grade (China does this by 3rd).
🔹 Increase math instructional time to daily lessons (China has 5+ hours/week, U.S. often has only 3-4).
🔹 Require elementary math specialists rather than general teachers.

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🔹 Middle School (Grades 6-8)

✅ Current U.S. Approach:

• Many students don’t take Algebra I until 9th grade, delaying their math progression.
• Weak problem-solving skills due to a lack of logical reasoning and proof-based learning.

✅ Failures in U.S. Approach:

• Tracking systems push struggling students into lower-level courses, making it difficult to catch up.
• Algebra is often taught as procedures to memorize, not concepts to understand.

✅ What China & Japan Do Differently:

• Mandate Pre-Algebra by 6th Grade and Algebra I by 7th-8th Grade.
• Use proof-based learning, even in early grades, to develop reasoning skills.

✅ Fix for the U.S.:
🔹 Require Pre-Algebra in 6th Grade, Algebra I in 8th Grade for ALL students.
🔹 Introduce early exposure to logic, set theory, and probability.
🔹 Eliminate tracking barriers so all students can reach higher-level math.
🔹 Adopt Socratic-style questioning, emphasizing “why” math works rather than rote learning.

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🔹 High School (Grades 9-12)

✅ Current U.S. Approach:

• Many students finish with Algebra II or Precalculus, while top students take AP Calculus or AP Statistics.
• Calculus is not required for college-bound students, even in STEM fields.

✅ Failures in U.S. Approach:

• Fewer than 20% of U.S. students take Calculus before college, compared to nearly all college-bound students in China and Japan.
• Many students enter college unprepared for advanced math, leading to high dropout rates in STEM majors.

✅ What China & Japan Do Differently:

• Require Calculus for all STEM-bound students.
• Use cumulative assessments so students retain concepts across years.

✅ Fix for the U.S.:
🔹 Require Precalculus for ALL students, with Calculus mandatory for STEM-bound students.
🔹 Offer electives in Discrete Math, Linear Algebra, and Proof-Based Math.
🔹 Teach derivations and proofs instead of just formula application.
🔹 Mandate national math competitions and Olympiad training programs.

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🔹 Systemic Reforms & Teacher Training

✅ Current U.S. Approach:

• Many elementary and middle school teachers lack a strong math background.
• Teachers often teach math as a set of steps rather than a logical system.

✅ Failures in U.S. Approach:

• Low math proficiency among teachers leads to weak instruction.
• Lack of collaborative lesson planning, unlike Japan’s Lesson Study model.

✅ What China & Japan Do Differently:

• Require teachers to specialize in math (even in elementary school).
• Teachers spend more time refining and improving lessons rather than rushing through material.

✅ Fix for the U.S.:
🔹 Require math teachers to have a degree in math or math education.
🔹 Adopt Japan’s Lesson Study approach, where teachers refine lessons together.
🔹 Increase teacher salaries to attract higher-quality math educators.

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🔹 Changing Cultural Attitudes Toward Math

✅ Current U.S. Mindset:

• Math is often seen as “hard” or only for “naturally smart” students.
• Struggling in math is stigmatized, leading many students to give up early.

✅ Failures in U.S. Approach:

• Low expectations for students limit their progress.
• Parents often reinforce negative math attitudes, unlike in China and Japan, where math success is expected and celebrated.

✅ What China & Japan Do Differently:

• Promote a growth mindset, emphasizing effort over talent.
• Treat math as a fundamental life skill, not just a school subject.

✅ Fix for the U.S.:
🔹 Mandate math mindset training for students and parents.
🔹 Run nationwide campaigns promoting math as a key skill for the future.
🔹 Increase public recognition for math achievements.

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🚀 Final Outcome: A U.S. Math System That Competes Globally

✅ All students take Algebra I by 8th grade
✅ Precalculus required for all; Calculus for STEM students
✅ Focus on proofs, problem-solving, and logic, not just memorization
✅ Highly trained math teachers
✅ A national culture that values math success

This plan would put the U.S. on par with China and Japan within a generation. 🚀