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Difference Between Charter School and LAUSD

Charter schools in Los Angeles are tuition-free public schools that a charter has formed. A charter in this regard is a philosophy of operating agreements of sorts written by the community for which the institution will serve (DeBray et al., 2014). Charter schools are public institutions but are unique to that effect since they are run independently and granted greater flexibility in their practices. To this effect, they are deemed accountable and responsible for all their operations under a contract between the individual school and its authorizing agency (DeBray et al., 2014). On the other hand, a unified school district offers a combination of services and operations incorporating both primary schools from kindergarten through middle school or junior high and high schools. In this regard, Los Angeles Unified School District (LAUSD) provides a policy where a public school offers a wide range of educational training programs.

To this extent, Los Angeles Unified School District (LAUSD) is an integrated public school with many operations and activities. The commitment to provide a wide range of schools and programs aims to provide diverse educational needs and priorities of all students and families for which it has the privilege to serve. Unlike charter schools, school districts act as part of local government educational institutions while they, to a considerable extent, provide a platform to incorporate, including charter schools (DeBray et al., 2014). In this regard, some charter school operates under the LAUSD programs and jurisdictions. Therefore, Los Angeles Unified School District is a vast educational program that incorporates charter schools, public schools, and various education and programs within a single entity. Local governments assume the system as an approach to provide a variety of educational needs of the people at the district levels (DeBray et al., 2014).

SWOT Analysis for Charter Schools and LAUSD

Charters schools are more advanced and assume unique operations to meet the affiliated individuals’ needs due to their independence. In this regard, charter schools have several benefits accrued to the advantage of their subscribers due to their underlying strengths. The core strengths of a charter school are that its philosophy is chartered to serve the community’s interest it is serving hence promoting inclusion and community involvement. As a result, it assumes a customized curriculum fashioned towards the high academic achievement (DeBray et al., 2014). Due to its independence, the charter schools have financially responsible and highly performing administrators with solid character traits and positive values. For sustainability within its means and maintenance of competitiveness, chartered schools recruit dedicated staff, resourceful hence both teachers and parents always have high expectations (Epstein, 2005).

However, charter schools suffer several weaknesses inclined to staff compensations trailing district averages. Additionally, there are often limited resources to sustain current and future activities hence the inability to maintain current technological, operational demands (Epstein, 2005). As a result of limited resources, it is not easy to maintain volunteerism alongside an increasing number of students from time to time hence administrative overload. However, the institutions have underlying opportunities yet available for exploitation, such as refocusing fundraising opportunities to aid its activities (Zimmer & Buddin, 2006). Also, they can develop a partnership with area businesses for educational opportunities and purposes and network with other local charter schools for additional elementary enrichment opportunities. Notwithstanding, threats emanate from low state funding for schools hence limited resources, statewide teacher shortage, and national debates on school choice that derail the perceived value of charter schools (Zimmer & Buddin, 2006).

Los Angeles Unified School Districts (LAUSD) delight in their friendly and capable staff as a strength that enables people to visit them and free chat with staff or book appointments served with positive gestures. As local government institutions, LAUSD enjoys massive financial support from the régimes hence the availability of sufficient facilities to support all programs undertaken within their operations. The existence of student-centered values and test scores also puts the unified school districts ahead of other institutions in terms of educational achievements. Nonetheless, the Los Angeles Unified School District (LAUSD) has weaknesses that need to be addressed (DeBray et al., 2014). The integrated structures that incorporate learners from all levels and programs amount to extreme overcrowding within the institutions. Consequently, they are prone to dropouts and usually register low performances. On the same note, poor public sector monitoring has led to mismanagement, hence incompetent administration and poor maintenance.

The opportunities available for the unified school districts include access to the government’s funding and resources financed by the local regimes. To this extent, therefore, the schools are entirely under government sponsorship and enjoy privileges that chartered institutions do not get due to independence (Epstein, 2005). Consequently, the government can sponsor the schools’ programs and enforce measures to mitigate the dropout cases (DeBray et al., 2014). However, threats emanating from instances that prompt closure of the public institutions following occurrences of classified government policies or losses. The institutions should consider using government avenues to tighten their management policies and operational framework to ensure competency and quality services.

Recommendations Based on the SWOT Analysis

Both the chartered schools and LAUSD educational sectors are essential and necessitated in every integrated society. The chartered schools help deliver skills under their hybrid programs and foster career development activities to build their educational facet. On the other hand, Los Angeles Unified School District ensures the incorporation of locals into the educational systems by providing cheaper and readily available offers to the people (Epstein, 2005). The government should invest in encouraging and building institutions operating under its jurisdiction to facilitate quality services and conducive ambiance for learning (DeBray et al., 2014). Cases of dropout, mismanagement, and losses that lead to closure can be lawfully mitigated under proper arrangements to ensure a high standard of education. Similarly, for both sectors, there should be cooperation to make collective efforts in adopting collaborative educational measures for sustainability in the education systems in America (Epstein, 2005).

Every Student Succeeds Act (ESSA) and Other Federal Policies

The Every Student Succeeds Act (ESSA) is a law that was introduced in America’s senate by Lamar Alexander on April 30th, 2015. President Barrack Obama signed into law on December 10th, 2015, to replace and update the No Child Left Behind (NCLB) of 2002 (Zimmer & Buddin, 2006). Every Student Succeeds Act is the leading education law for public schools in the United States and is fashioned to hold institutions accountable for students learning and achievement (Act, 2015). To this extent, therefore, the law is designed to provide an equal opportunity for disadvantaged students, including those who get special education. Also, the act supports professionals by maintaining the role of paraprofessionals, keeping the certification requirements to help prevent school districts from hiring people with little professional experience and training (Act, 2015).

The United States has adopted a federal policy on education in the near recent past concerning elementary and secondary, and higher education in the country. The policy recommends that children begin schooling at six, in primary school, commonly known as elementary school (Trusts, 2019). Elementary schooling lasts for about five to six years where from graduate proceeds to secondary school. Upon completing the final grade 12 in high school, the student proceeds to colleges or universities, referred to as higher education. The United States has recently put in place the Equity and Predictive Analytics in enrollment management in schools to ensure equal opportunities and access to educational services in the country (Trusts, 2019). The policy has ensured enrollment programs in public and charter schools by providing an avenue to promote national cohesion and integration and lift the educational systems among citizens (Trusts, 2019).

Broadband internet is a bandwidth data transmission that transports multiple signals at various frequencies and internet traffic types. The system allows for simultaneous sending of messages under a fast internet connection. It applies multiple technologies such as fiber optics, wireless, cables, DSL, and satellites to speed up internet access (Trusts, 2019). The program is essential in educational sectors since it allows learners to access information, knowledge, and educational resources while increasing opportunities to learn both in and outside the classroom walls. Therefore, broadband internet helps improve the quality of education since teachers also use online materials to prepare lessons while students extend their range of learning to that effect. The system applies at all levels, including local, state, and federal levels, since the internet provides efficient and reliable access to information everywhere at all times (Trusts, 2019).


Act, E. S. S. (2015). Every student succeeds act. Public law, 114-95.

DeBray, E., Scott, J., Lubienski, C., & Jabbar, H. (2014). Intermediary organizations in charter school policy coalitions: Evidence from New Orleans. Educational Policy28(2), 175-206.

Ruyle, E. E. (1971). The political economy of the Japanese ghetto. Columbia University.

Trusts, P. C. (2019). State broadband policy explorer.

Zimmer, R., & Buddin, R. (2006). Charter school performance in two large urban districts. Journal of Urban Economics60(2), 307-326.

Epstein, J. L. (2005). A case study of the partnership schools comprehensive school reform (CSR) model. The Elementary School Journal106(2), 151-170.


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