Charter Schools' Performance and Accountability: A Disconnect. Policy Brief.

Bracey, Gerald W.

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Record Details - ED508515

Title: Charter Schools' Performance and Accountability: A Disconnect. Policy Brief

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Title:	Charter Schools' Performance and Accountability: A Disconnect. Policy Brief
Authors:	Bracey, Gerald W.
Descriptors:	Charter Schools; Academic Failure; Accountability; Achievement Gains; Program Effectiveness; Program Evaluation; Educational Policy; Policy Analysis; Politics of Education; Participant Satisfaction; Parent Attitudes; National Surveys; Case Studies; Evidence
Source:	Education Policy Research Unit
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Publisher:	Education Policy Research Unit. Arizona State University, Division of Advanced Studies in Education Policy, Leadership, and Curriculum, Mary Lou Fulton Institute and Graduate School of Education, P.O. Box 872411, Tempe, AZ 85287. Tel: 480-965-1886; e-mail: epsi@asu.edu; Web site: http://epicpolicy.org/
Publication Date:	2005-05-00
Pages:	63
Pub Types:	Reports - Evaluative
Abstract:	This report argues that evidence exists for the case that the charter school movement is largely a failed reform. The report puts the charter school movement in the context of dissatisfaction with public schools and the public sector in general. It then describes the claims for charters made by the early charter school advocates, emphasizing the advocates' promise of increased achievement. From there, the report reviews evaluations of charter schools in Arizona, California, Michigan, Ohio, Illinois, North Carolina, and Texas, as well as several national evaluations. The review shows that charters have not lived up to their promise of increased achievement. This failure is surprising given that charter schools are small (most have fewer than 200 students) with small classes, two factors known to increase achievement. This failure becomes even harder to understand given the advantages that charters enjoy in their freedom from the rules, regulations, and contracts that are said to bureaucratically burden the public schools. It appears that charter school advocates who believed that charters could increase achievement and should be held accountable for doing so have lost control of the pro-charter movement to those for whom deregulation is a sufficient condition for declaring success. (Contains 2 tables.)
Abstractor:	ERIC
Reference Count:	123

Note:	N/A
Identifiers:	Arizona; California; Michigan; Ohio; Illinois; North Carolina; Texas
Record Type:	Non-Journal
Level:	N/A
Institutions:	Arizona State University, Education Policy Research Unit
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education

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