Marines advocate decentralized command more than any other service. Its philosophy pushes important-decision making down the chain to the lowest-ranking Marines in the trenches. Such responsibility forces Marines to be incredibly knowledgeable and competent. Marines stress accountability not only for personal actions and decisions, but also for subordinates’.

Charters operate similarly, as they function independently from district schools. Charters simply have a more efficient approach. They streamline administration and eliminate bureaucratic red tape. They place greater responsibility directly on teachers. In fact, if charter-school teachers are ineffective, they cannot hide behind tenure, which protects district teachers. Charter teachers have one-year contracts. Staying employed motivates them to teach and produce results. Conversely, once tenured, district teachers have little internal pressure to perform -- as teacher-union jihad ensues if principals dare attempt firing incompetent teachers.

Furthermore, teacher unions insist  “certified teachers” are essential to learning. But charter school results prove differently, as does pragmatic research. For example, three professors -- representing Harvard, Columbia, and Dartmouth -- expose the insignificance of teacher certification in “Photo Finish.”  Unfortunately, most competent teachers who want to teach in public schools cannot escape the politically correct indoctrination and state-supported extortion of credentialing programs. Then again, charter schools can save some from the legalized shakedowns that teacher-certification programs are.

Opponents also accuse charters of draining funds from district schools. This is simply untrue. District schools receive money only for enrolled students. In other words, when families opt for charter schools, they actually give traditional schools what teacher unions demand: smaller classes and reduced teacher workload.

Finally, regarding racial diversity, no practical evidence exists that racial diversity improves learning. In fact, research by Harvard’s Ronald G. Fryer suggests the opposite. In “Acting White,” Fryer reveals that black students who do well academically in racially integrated schools face banishment and even violence from other blacks. He writes, “It’s less of a problem in the private sector and in predominantly black public schools.” He also states, “[his] findings with respect to Hispanics are even more discouraging.” Furthermore, most minority parents want the right to choose their children’s schools. But politicians who boast about looking out for minorities are the same representatives denying minorities that right.

While no one will ever mistake charter schools for the Marine Corps, charters’ ability to “accomplish more with less” deserves greater recognition. Traditional schools should try replicating the philosophy instead of plaguing charters with failed practices. The Marine Corps made the ability to improvise, to adapt, and to overcome famous. If teachers will strive for that ability, their students stand to profit.