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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: School Choice
GovernanceJournal ArticlesEJ640964 EA539358Organizational Structures and Perceived Cultures of Community-Charter School in Ohio. Author: Fox, Jeannie L. Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Phi Delta Kappan, v83 n7 p525-31 Mar 2002 Publication Date: 2002 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2002 Abstract: Challenges the assumption that bureaucracy is bad for charter schools. Examines perceived autonomy, governance structures, leadership, and perceived culture of community-charter schools in Ohio. (Contains 15 references.) (PKP) Descriptors: Academic Achievement; Bureaucracy; *Charter Schools; *Community Schools; Elementary Secondary Education; Governance; Innovation; Institutional Autonomy; Leadership; School Culture Identifiers: Ohio DocumentsED455585 EA031142Charter School Authorizers and Charter School Accountability. Author: Anderson, Lee; Finnigan, Kara Institutional Author: SRI International, Menlo Park, CA.(BBB18035) Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 2001 Language: English Pages: 17 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJAN2002 Abstract: The accountability mismatch between the theory and the reality of charter schools and charter-school authorizers in the United States is identified in this report. The roles and characteristics of charter-school authorizers are not well understood, but they are positioned to play a key role in ensuring and enforcing charter-school accountability. This paper begins with an overview of the sample and methodology of the charter-school authorizer study. It is followed by a discussion of the theory and practice of charter-school accountability, presenting data on the role of authorizers. Charter-school accountability is then examined within the larger accountability policy context. The paper concludes with a discussion of the mismatch between the theory and reality of the accountability roles played by charter-school authorizers. Study findings suggest that the key roles authorizers play might become eclipsed by state assessment mandates and other accountability requirements. Charter-school level goal setting is also likely to be usurped by external accountability systems. Hence, the original vision of charter-school accountability is compromised by larger developments in the world of public-school accountability. (Contains 17 references and 6 tables.) (RT) Descriptors: *Accountability; *Administrator Role; *Administrators; *Charter Schools; Early Childhood Education; Elementary Secondary Education Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). Geographic Source: U.S.; California ED447578 EA030732 Charter Starters Leadership Training Workbook 4: Governance and Management. Author: Ley, Joyce Institutional Author: Northwest Regional Educational Lab., Portland, OR.(RIK65325) Availability: Northwest Regional Educational Laboratory, 101 SW Main, Suite 500, Portland, OR 97204. Tel: 800-547-6339 (Toll Free). Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: July 1999 Language: English Pages: 132 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEMAY2001 Abstract: This workbook is part of a series devoted to all areas of charter-school development. Fourth in the series, this volume focuses on governance and management, with an emphasis on creating an organizational structure, establishing strong leadership, handling personnel issues, creating a board and board bylaws, managing growth, and dealing with liability issues. The text is divided into five sections. Section one examines governance and management issues and demonstrates why governance is important for charter schools. It discusses the board's role, how to develop committees, and how to plan for transition. This is followed by section two, which shows how to write a business plan and how to establish a sound financial system. The next section discusses leadership issues, leadership styles, and the importance of teamwork. Since employees are a key component in charter-school success, personnel issues are discussed in section four. This segment examines employee-selection practices and personnel policies, such as terms of employment, compensation, and benefits. The last section details internal policy development and raises such concerns as student/parent involvement, discipline, fiscal management, and student development. Each section features a selection of "tools" that contain activities to help generate ideas and lists helpful resources and other information. (RJM) Descriptors: *Charter Schools; *Educational Administration; Elementary Secondary Education; *Governance; Leadership Training; Nontraditional Education; *Program Implementation; School Policy; Workbooks Identifiers: Chartering Process Descriptive Terms: For others in the Charter Starters series, see EA 030 729-733. Contract Number: SB97023101 Geographic Source: U.S.; Oregon ED444251 EA030570 Can Markets Set Bureaucrats Free? The Effects of School Choice on Teacher Empowerment in the Public Schools. Author: Hess, Frederick M.; Maranto, Robert; Milliman, Scott Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 2000 Language: English Pages: 22 Document Type: Opinion papers (120); Reports--Evaluative (142); Speeches/meeting papers (150) Journal Announcement: RIEFEB2001 Abstract: Consideration of choice-based reform in educational governance rests heavily on the assumption that markets will improve school performance. Nonetheless, little empirical research has examined how educational organizations respond to competition. This paper hypothesizes that administrators are likely to respond by adopting governance reforms--particularly decentralization and staff-empowerment measures--advocated by educational reformers. This study further suggests that they are most likely to pursue decentralization when the costs of persuasion and monitoring are low. The study uses data from Arizona to assess the effects of charter-school competition on empowerment in a sample of 87 public schools (959 teachers). Charter-school competition increased teacher empowerment in traditional schools by slight to moderate amounts from 1994-95 (before charter schooling was introduced) to 1997-98, but only in schools where teachers were already somewhat empowered prior to competition. At least in the short run, the effects of charter schooling in public-school governance depend on public-school structure and culture. (Author/DFR) Descriptors: Administrative Organization; *Charter Schools; *Decentralization; *Educational Administration; *Educational Change; Elementary Secondary Education; Governance; *Marketing; *Public Schools; Staff Development Identifiers: *Arizona Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, Louisiana, April 24-28, 2000). Geographic Source: U.S.; Virginia ED436856 EA030188 Charter School Governance. Author: Borsa, John; Ahmed, Marcus; Perry, Karen Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: August 1999 Language: English Pages: 15 Document Type: Reports--Evaluative (142); Speeches/meeting papers (150) Journal Announcement: RIEJUN2000 Abstract: This paper reports and analyzes data related to the governance of charter schools. The report focuses on recent reform movements in charter schools, analyzing these schools' strengths and weaknesses. For the study, 531 questionnaires were sent to all charter school directors listed in the 1996/1997 Charter School Directory and to randomly selected new member directors identified in the 1997/1998 Charter School Directory. A total of 180 questionnaires were returned. Demographic data show that 60 percent of charter-school students were white, 17 percent were African-American, 4 percent were Asian, 11 percent were Pacific Islander, 19 percent were Hispanic, and 2 percent were other. Among the findings, 34 percent of respondents indicated that legal services were available, and 29 percent reported the availability of training programs in the state. In regards to discipline, many charter schools do not follow the same discipline procedures as those followed by the local school district. Study participants reported concerns that were clustered around four basic areas: the lack of acceptance of charter schools as full partners, the lack of support by local districts of charter schools, the lack of research-based practices, and the scarcity of startup support. Another major concern was the tepidness of local support for charter schools. (Contains 11 references.) (RJM) Descriptors: *Charter Schools; *Educational Administration; Educational Change; Educational Practices; Elementary Secondary Education; *Governance; National Surveys Descriptive Terms: Paper presented at the Annual Meeting of the National Council of Professors of Educational Administration (53rd, Jackson Hole, WY, August 10-14, 1999). Geographic Source: U.S.; Illinois |