Unequal by Design

The purpose of this book is to critically examine the prevalent narrative surrounding charter schools and to advocate for stronger investment in-and thoughtful reform of-traditional public education. It aims to expose the often-overlooked negative consequences of the charter school movement, particularly in areas such as teacher preparedness, student stability, and the equitable allocation of resources. By drawing attention to these issues, the book seeks to shift public discourse away from viewing charter schools as a universal solution, and toward a focused discussion on how best to strengthen and fund public schools for the benefit of all students, especially those with disabilities.

At its core, this book addresses the systemic underfunding and persistent inequality within the American education system-problems that have only been exacerbated by the widespread promotion of charter schools as a superior alternative. It highlights how reliance on underprepared teachers, high staff turnover, and a lack of robust accountability in many charter school models create instability for students and undermine the goals of inclusive, high-quality education. Through research, case studies, and personal narrative, this book aims to foster a deeper understanding that true educational equity can only be achieved by investing in and improving established public school systems-not by diverting resources and attention to an often-unregulated alternative.