Supporting Early Readers in Philadelphia’s Independent Charter Schools - An Initial Inquiry into Cross-School Collaboratives - Report and Research Overview

Oct 15, 2026

Uploaded by Angel

Supporting early literacy in Philadelphia’s independent charter schools examines how cross-school collaboratives can strengthen children’s reading development across school, home, and community settings. It frames independent charter schools as stand-alone operators outside charter networks, highlighting distinctive flexibility as well as heightened risks of professional isolation. The inquiry builds on prior interviews and literature about K-3 literacy practices, focusing on maximizing knowledge-sharing benefits while reducing collaboration barriers.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Why this study

Philadelphia’s early literacy priority

Definition and context of independent charter schools

Opportunities, challenges, and professional isolation risk

Rationale for cross-school knowledge-sharing and collaboration

Supporting Early Readers in Philadelphia’s Independent Charter Schools: An Initial Inquiry into Cross-School Collaboratives RACHEL COMLY, Research for Action RYAN FINK, CPRE JILL PIERCE, Research for Action ADRIANNE FLACK, CPRE [www.phledresearch.org](www.phledresearch.org) January 2019 Acknowledgements The authors are also grateful for the insights ofthe independent charter school representatives interviewed for this study. Miriam Sondheimer and Matt Kelley from the Philadelphia School Partnership, Steve Zimmerman from the Coalition of Public Independent Charter Schools, and Megan Ohlssen from the National Center for Special Education in Charter Schools also provided essential context to inform this work. The authors gratefully acknowledge the intellectual contributions of Ruth Curran Neild, Director of the Philadelphia Education Research Consortium, and Abigail Gray, Senior Researcher at the Consortium for Policy Research in Education at the University of Pennsylvania, throughout the research and writing process. At Research for Action, Katie Carter provided helpful feedback on drafts. The William Penn Foundation provided funding for this work as part ofits goal of supporting early literacy in Philadelphia. The Foundation did not exercise editorial control over this report, and the contents do not necessarily reflect their views. About PERC The mission of the Philadelphia Education Research Consortium is to provide timely, actionable, rigorous, and non-partisan research on the most pressing issues facing Philadelphia public education. To do this, PERC seeks to engage the region’s colleges and universities, nonprofits, and the Philadelphia public education sector, both charter and non-charter, in respectful, mutually beneficial research-practice partnerships. By providing Philadelphia’s leaders and citizenry with high-quality information about progress, challenges, and effective strategies in education, PERC aims to increase education opportunities and achievement for all Philadelphia students. PERC is an initiative of Research for Action, a nonprofit education research organization based in Philadelphia. About the Consortium for Policy Research in Education The Consortium for Policy Research in Education (CPRE), headquartered at the University of Pennsylvania Graduate School of Education, conducts rigorous program evaluation and research studies using qualitative and quantitative methods, advanced survey techniques, and data analysis. CPRE consists of a broad network of leading experts in education, economics, public policy, sociology, and other social fields. Research conducted by CPRE is peer-reviewed and open access. You can access CPRE research via its Scholarly Commons repository at [http://bit.ly/CPREpubs](http://bit.ly/CPREpubs). Suggested Citation Comly, R., Fink, R., Pierce, J., & Flack A. (2018). Supporting early readers in Philadelphia’s independent charter schools: An initial inquiry into cross-school collaboratives. Philadelphia: The Philadelphia Education Research Consortium. Supporting Early Readers in Philadelphia’s Independent Charter Schools: An Initial Inquiry into Cross-School Collaboratives Rachel Comly, Ryan Fink, Jill Pierce, and Adrianne Flack • January 2019 Why this study The City of Philadelphia has identified improving early literacy as a key civic priority. The goal is to support children’s literacy development in school, at home, and in the community—regardless of where students live or attend school in Philadelphia. For this reason, civic efforts have sought to engage families, communities, and the city’s public and private schools. From the public education sector, representatives from both traditional public schools and charter schools provide leadership for Read by 4th, the citywide campaign to promote grade-level reading by fourth grade. Charter schools enroll about one third of all public school students in Philadelphia, and more than half of Philad

FAQs

What is the purpose of this study on early literacy in Philadelphia charter schools?

The study aims to support children’s literacy development in school, at home, and in the community by examining approaches that can help early readers across Philadelphia’s independent charter schools.

How does the report define “independent charter schools”?

It refers to stand-alone schools managed by individual operators that are not part of a charter network or charter management organization.

Why might independent charter schools benefit most from cross-school collaboration?

Independent schools can gain knowledge-sharing benefits, but they also face greater risk of professional isolation because they are not connected to larger networks with shared teachers and staff for collaboration.

Oct 15, 2026

Uploaded by Angel