From Policy to Practice: Implementation of the Legislative Objectives of Charter Schools

Globalization, privatization, marginalization: Mapping and assessing connections and consequences in/through education

“…While still funded and overseen by public authorities, what sets charter schools apart from traditional public schools is that they are given permission (i.e., granted a "charter") to operate under an alternative school purpose or mission and are free from certain regulations, most notably those around teacher hiring and firing. The concept of charter schools emerged in 1988, and they were initially seen as a way to respond to community preferences and to serve as spaces for innovation and experimentation in terms of curriculum and pedagogy (Barghaus & Boe, 2011). Since that time, the choice aspect of charter schools has been emphasized by reformers who wish to introduce quasi-market policies into the public education systems in an effort to engender competition among schools, with the justification being that this will lead to improved outcomes (e.g., Moe, 2002).…”

Visioning Hope: Embracing Higher Education’s Role With Urban Public Charter Schools

“…Public charter schools are also increasing in their impact on educational reform across the country through charter-friendly policies. Key legislative objectives at the both the state and federal levels have included providing more options for charter schools, expanding teachers' influence over decision-making, and increasing charter schools' autonomy from state and district policy (Barghaus & Boe, 2011;Gross, Brown, & Martin, 2012). Movements related to charters and testing are also favored mechanisms for public school innovation and improvement that have been legislatively encoded by the Obama administration (Fabricant & Fine, 2012), which has promoted charter schools as a central component of federal educational reform (Frankenberg, Siegel-Hawley, & Wang, 2011 As suggested by the CREDO (2009), "charter schools have become a rallying cry for education reformers across the country, with every expectation that they will continue to figure prominently in national educational strategy in the months and years to come" (p. 6).…”

“…Effectiveness of charter schools on student outcomes. Although the issue of charter schools' effectiveness is an open debate, the consensus is that the overall impact on student achievement has had mixed results (e.g., Abowitz & Karaba, 2009;Barghaus & Boe, 2011;Mehan & Chang, 2011;Silverman, 2013;Strike, 2010). Charter schools are not more or less successful than traditional public schools in student achievement, behavior, or school progress, and achievement impact varies significantly across states (U.S. DOE, 2010).…”

“…Charter schools are defined as public schools that are authorized by an external agency, with open enrollment that is often determined through a lottery. Charters are designed so that schools have more autonomy in budget, curriculum, scheduling, and hiring due to freedom from restrictive regulations (Bancroft, 2008; Barghaus & Boe, 2011). In exchange for their relative autonomy, charters are accountable for producing specified results in student achievement (Ausbrooks, Barrett, & Daniel, 2005).…”

Charter School Leadership and Exclusionary Discipline: Navigating the Intersection of Autonomy, Equity, and Accountability

“…Yet, as publicly funded schools, charter schools are required to adhere to the laws and standards that apply to traditional public schools, including participation in the same statewide accountability systems and laws that govern equity and prevent discrimination (Gawlik, 2012; Huerta, 2009). Some assert that these requirements may create an inherent tension for charter schools and posit that charter schools’ ability to capitalize on their autonomy will be constrained if they are required to adhere to these same policies (e.g., Barghaus & Boe, 2011; Berends, 2015; Finnigan, 2007; Lubienski, 2003).…”