Community Q&A

Charter schools in New York are public schools, funded by each student's home district at a per-pupil rate set by the state. That rate is based on part of a district's costs, not its full budget, so the district pays it to the charter school and keeps the rest of what it receives for that student. The state publishes these rates each year (see the 2026–27 rates; our area is on page 11).

We understand that budgets are tight, and that even small enrollment changes can be felt in a district's budget. That's why we plan to draw students from across the region, not only Onteora, and why understanding the impact on local districts is a key part of deciding whether this school makes sense. We'll share a fuller look at both the benefits and the risks as our planning continues.

State per-pupil funding would be the core of the school's budget. Like district schools, charter schools also receive federal funds for things like special education. Beyond that, we'd seek grants and donations, mostly for start-up costs and programs like outdoor and arts learning. We're also exploring New York's community schools framework and related grants.

We're a local, community-led effort, not part of a charter network or management company. Charter schools must publish audited financial statements, so the school's finances would be public.

We have great respect for Onteora’s teachers and programs. In fact, many of us first came together in the effort to prevent the closure of Woodstock Elementary, where we advocated within the district for the kind of small, community-anchored school we believe in. Through that work, we saw how much families valued this type of school, and began asking what a new public option could look like.

As we explored a charter school, we realized it could serve more than just Onteora families and students. Neighborhood elementary schools have closed in every district around us: Onteora once had four elementary schools and will soon have one, and Kingston and Saugerties have closed Zena and Mt. Marion. Because Woodstock sits at the crossroads of these communities, a regional public elementary school here could benefit families from every district that has lost a school.

What draws us to a charter school is the chance to design a school where the arts, nature, and community learning are central to the whole program from day one.

This is still very much in progress, and that's why we're sharing the concept of a charter now: to learn whether the community wants a school like this and to find people who can help shape it. We're currently reviewing curricula for how well they fit our approach and how they can be adapted around arts integration and community involvement. We agree it's important to look honestly at both the benefits and the risks, and we'll share more as our plans develop.

We want our proposed school to reflect the full diversity of the wider regional community it would serve, including families from Onteora, Kingston, Saugerties, and neighboring districts, and we know that doesn't happen by accident. Charter schools can unintentionally attract families with more time, information, or resources, so we're designing for access from the start: outreach to every community we plan to serve; a transportation plan for families who may not qualify for district busing; exploring a weighted lottery for economically disadvantaged students, as New York law allows; and no hidden costs. New York also requires charter schools to set enrollment and retention targets for students with disabilities, English language learners, and students from low-income families.

As public schools, charter schools are required to serve students with disabilities, and we would want to regardless. A child's IEP stays with their home district's Committee on Special Education, and the charter school carries it out. Services can be provided by the home district, by the charter school directly, or through another provider. Staffing and budgeting for these services are part of our planning now. Making sure every child can fully take part, including in outdoor and arts learning, is a priority.

Your name helps us show that responses come from real community members. Individual responses are kept confidential within our planning team and are shared with the charter authorizer (the State University of New York) only in summary or redacted form as part of an application. We welcome every perspective, including concerns and criticism. To have your response removed, email hello@woodstock-community-charter-school.org.