As of the 2021-22 school year, charter schools serve students in 43* states, Guam, Puerto Rico, and Washington, D.C. They are found within the geographic confines of 13.5% of local school districts.

*As of December 2023, 46 states have charter school laws. West Virginia enacted a charter school law but did not have any schools in the 2021-22 school year. The first cohort of charter schools in West Virginia opened in fall 2022. Kentucky recently passed a charter school funding bill in 2022, which will allow charter schools to open in the future. In 2023, Montana became the 46th state to pass a law enabling charter schools.

CHARTER SCHOOL LANDSCAPE–LOCALE

According to our most recent data (2021-22 school year), most charter schools and campuses were located in urban areas (58.1%; see Table 3.1), and they enrolled 57.1% of charter students nationwide.

Table 3.1: 2021-22 Charter School Enrollment and School and Campuses Count by Locale

Data from the 2021-22 school year further reveals differences in charter school enrollment demographics across locales (Table 3.2). In general, Black and Hispanic students are more likely to be enrolled in urban charter schools than charter schools in other locales, while White students are more likely to be enrolled in rural and town charter schools. Specifically, 53.8% of charter school students in rural communities and 54.4% of students in towns were White, while 73.1% of charter school students in urban areas were Black or Hispanic. Additionally, charter school students who are of other ethnicities (Native American, Pacific Islander, or Two or More Races) are more likely to attend charter schools in towns and rural areas. This may be linked to the presence of charter schools in rural indigenous communities. For more information on rural charter schools, see our detailed look at rural charter schools.

Table 3.2: 2021-22 Charter School Demographics and FRPL by Locale

Table 3.2 also shows that, in the 2021-22 school year, 68.0% of charter school students in urban areas were eligible for free or reduced-price lunch (FRPL). By comparison, 42.8% of rural charter students received FRPL. Town and suburban charter schools had similar levels of FRPL students at approximately 53.1% and 50.4%, respectively.

CHARTER SCHOOL LANDSCAPE—GEOGRAPHIC SCHOOL DISTRICT

As we state in the Methodology section, the Common Core of Data (CCD) is one of the National Alliance’s primary data sources. In the CCD, many charter schools across the country are coded as their own independent school district since they operate autonomously from the local educational agency (LEA), also referred to as a “school district,” in their area. This can make district-level analysis difficult when trying to understand how a charter school impacts its local school district. For the purposes of including charter schools, the National Alliance proposed a new variable called “geographic school districts,” which is the geographic boundary of the school district in which a charter school is physically located. We identify the geographic school districts for all public schools by mapping the coordinates of schools onto the NCES school district shapefile using ArcGIS.

Since 2005, there has been steady growth in the number of LEAs with at least one charter school within their boundary. Between the 2005-06 school year and the 2021-22 school year, the number of LEAs with at least one charter school in their geographic district rose from 1,098 to 1,538 (see Table 3.3).

Table 3.3: Districts with Charter Schools in Their Geographic Area

Year Total Districts Districts With 1 or More Charters Percentage of Districts With 1 or More Charters
2005-06 11,463 1,098 9.6%
2006-07 11,468 1,135 9.9%
2007-08 11,466 1,195 10.4%
2008-09 11,463 1,220 10.6%
2009-10 11,458 1,261 11.0%
2010-11 11,456 1,275 11.1%
2011-12 11,456 1,333 11.6%
2012-13 11,456 1,362 11.9%
2013-14 11,454 1,393 12.2%
2014-15 11,453 1,427 12.5%
2015-16 11,453 1,453 12.7%
2016-17 11,450 1,470 12.8%
2017-18 11,432 1,521 13.3%
2018-19 11,437 1,501 13.1%
2019-20 11,436 1,506 13.2%
2020-21 11,433 1,518 13.3%
2021-22 11,425 1,538 13.5%

The National Alliance reports charter school enrollment levels in two ways: absolute enrollment number and percentage of charter school students within the total public school student population in a given geographic area. The absolute number of charter school students enrolled in a given jurisdiction may be high even when they compose a low percentage of the overall public school population. In the tables below, we list the top ten 2021-22 LEA geographic school districts by charter school enrollment, percentage of charter school enrollment, charter school enrollment increase between 2020-21 and 2021-22, and percentage of charter school enrollment increase between 2020-21 and 2021-22.

The Los Angeles Unified School District and New York City Public Schools have the highest charter school enrollments within their geographic boundaries, while the Orleans Parish School Board (Louisiana) boasts by far the largest percentage of charter school enrollment nationwide at 99.2%. In terms of growth, the Dade County School District in Florida had the greatest overall increase in enrollment between 2020-21 and 2021-22, while Edgewood Independent School District in Texas had the greatest increase in the percentage of charter school enrollment (see Tables 3.4-3.7).

Table 3.4: Top 10 Districts for Charter School Total Enrollment 2021-22

Table 3.5: Top 10 Districts for Percentage of Charter School Enrollment 2021-22

Table 3.6: Top 10 Districts for Charter School Enrollment Increase From 2020-21 to 2021-22

Table 3.7: Top 10 Districts for Percentage of Charter School Enrollment Increase From 2020-21 to 2021-22

Note: For all analyses looking at districts, cities, or locales, known virtual schools were excluded. To learn more about our methodology, see the white paper linked here.


About the Authors

Cynthia Xu
Yueting "Cynthia" Xu

Senior Manager, Data and Research

Yueting "Cynthia" worked as an ESL instructor and education consultant in Philadelphia prior to joining the research team at the National Alliance. During her undergraduate years at Sun Yat-sen University, she studied English language & literature and Economics. She received her master’s degree from the University of Pennsylvania with dual majors in ESL education and statistical measurement & research.