|
Clearinghouse on Educational Policy and Management
|
| College of Education · University of Oregon |
|
Trends and Issues: School Choice
Policy IssuesJournal ArticlesEJ641126 EF502739Charter Schools. Author: Rittner-Heir, Robbin 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: School Planning & Management, v40 n12 p13-14 Dec 2001 Publication Date: 2001 ISSN: 1086-4628 Language: English Document Type: Journal articles (080) Journal Announcement: CIJJUL2002 Abstract: Examines the popularity of America's charter schools, the seven major legal and policy areas that figure into the development of each state's charter school legislation, and their funding. The article discusses how charter schools compare to public schools on student test scores and their effect on public school district operations and financing. (GR) Descriptors: *Academic Achievement; *Charter Schools; Educational Finance; Educational Legislation; Elementary Secondary Education; Public Schools; *School Effectiveness; Scores; EJ624181 UD522825 Charter Schools and the Panoptic Effect of Accountability. Author: Opfer, V. Darleen Availability: Journal Citation: Education and Urban Society, v33 n2 p201-15 Feb 2001 Publication Date: 2001 ISSN: 0013-1245 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2001 Abstract: Explores Georgia's charter school policy, arguing that pairing charter schools with accountability in policy discourse attempts to make more palatable a system that is increasingly controlled by the center. State accountability systems limit innovation by forcing everyone to work within system constraints. The centralizing effects of accountability in charter schools can negate the freedom and autonomy promised by its advocates. (SM) Descriptors: *Accountability; *Charter Schools; Elementary Secondary Education; Nontraditional Education Identifiers: Georgia EJ624178 UD522822 The Political Construction of Accountability: When Rhetoric Meets Reality. Author: Fusarelli, Lance D. Availability: Journal Citation: Education and Urban Society, v33 n2 p157-69 Feb 2001 Publication Date: 2001 ISSN: 0013-1245 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2001 Abstract: Asserts that accountability in charter schools is largely a political issue and not a technical, instrumental question as the rhetoric suggests. Drawing on Texas student performance data and interviews with key state policymakers, the paper concludes that viewing accountability in charter schools as a technical issue ignores the larger political considerations driving the movement. (SM) Descriptors: Academic Standards; *Accountability; *Charter Schools; Elementary Secondary Education; Nontraditional Education; *Politics of Education; Quality Control Identifiers: Texas EJ624177 UD522821 Whaddya Mean You Want To Close My School? The Politics of Regulatory Accountability in Charter Schooling. Author: Hess, Frederick M. Availability: Journal Citation: Education and Urban Society, v33 n2 p141-56 Feb 2001 Publication Date: 2001 ISSN: 0013-1245 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2001 Abstract: Examines difficulties in developing clear charter school standards, capacity, and expertise, recognizing the charter school movement as the conflation of several sometimes contradictory ideas; discussing tensions between competing versions of charter schooling; considering four modifications that could render charter regulation more effective; and noting drawbacks of these remedies and the need to compromise some goals for the sake of others. (SM) Descriptors: *Academic Standards; *Accountability; *Charter Schools; Elementary Secondary Education; Nontraditional Education; Quality Control EJ624176 UD522820 Charter School Authorizers: Public Agents for Holding Charter Schools Accountable. Author: Vergari, Sandra Availability: Journal Citation: Education and Urban Society, v33 n2 p129-40 Feb 2001 Publication Date: 2001 ISSN: 0013-1245 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2001 Abstract: Suggests that more attention should be given to those charged with granting school charters, discussing different types of charter school authorizers (school districts, state boards or departments of education, other existing public entities, and new public boards created to serve as authorizers). Describes the roles and responsibilities of authorizers regarding accountability, noting political factors that complicate the accountability process. (SM) Descriptors: *Accountability; *Charter Schools; Educational Legislation; Elementary Secondary Education; Nontraditional Education EJ624175 UD522819 A Framework for Understanding Charter School Accountability. Author: Garn, Gregg; Cobb, Casey D. Availability: Journal Citation: Education and Urban Society, v33 n2 p113-28 Feb 2001 Publication Date: 2001 ISSN: 0013-1245 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2001 Abstract: Explores various dimensions of charter school accountability, using three models of educational accountability (bureaucratic, performance, and market) as a basis for assessing state policies on charter school accountability in Arizona, Kansas, and Minnesota, and noting that states place varying degrees of emphasis on these three forms of accountability. Discusses implications of relying on particular models of accountability. (SM) Descriptors: *Accountability; *Charter Schools; Elementary Secondary Education; Nontraditional Education Identifiers: Arizona; Kansas; Minnesota EJ619587 EA537844 The Regulatory Styles of Statewide Charter School Authorizers: Arizona, Massachusetts, and Michigan. Author: Vergari, Sandra Availability: Journal Citation: Educational Administration Quarterly, v36 n5 p730-57 Dec 2000 Publication Date: 2000 ISSN: 0013-161X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2001 Abstract: Charter schools must answer to public entities (bureaucratic accountability) and to participating parents, students, and teachers (market accountability). This study examines bureaucratic accountability, highlighting regulatory approaches of statewide charter-school authorizers in Arizona, Massachusetts, and Michigan. CSA's favor a "negotiated compliance" over an "enforced compliance" regulatory style. (Contains 52 references.) (MLH) Descriptors: *Accountability; *Charter Schools; *Compliance (Legal); Elementary Secondary Education; *Legal Responsibility; School Districts; School Responsibility; *State Action; State Boards of Education; Universities Identifiers: Arizona; Massachusetts; Michigan; *Rules and Regulations EJ605842 SP528314 "Sometimes Bureaucracy Has Its Charms": The Working Conditions of Teachers in Deregulated Schools. Author: Johnson, Susan Moore; Landman, Jonathan Availability: Journal Citation: Teachers College Record, v102 n1 p85-124 Feb 2000 Publication Date: February 2000 ISSN: 0161-4681 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJOCT2000 Abstract: Examined teachers' experiences in charter and public schools to investigate how deregulation policies affected teaching conditions. Results indicated that the most autonomous schools (charter schools) were not necessarily favored by teachers. Greater autonomy for teachers was accomplished by expanded roles and responsibilities in deregulated schools. In-district charters best combined features that provided school autonomy while meeting teachers' basic concerns. (SM) Descriptors: *Charter Schools; Educational Change; *Educational Policy; Elementary Secondary Education; Participative Decision Making; *Professional Autonomy; Public Schools; Teacher Attitudes; Teacher Responsibility; Teacher Role; *Teaching Conditions Identifiers: *Deregulation EJ598404 TM522370 Solving the Policy Implementation Problem: The Case of Arizona Charter Schools. Author: Garn, Gregg A. Availability: Journal Citation: Education Policy Analysis Archives, v7 n26 1999 Publication Date: 1999 ISSN: 1068-2341 Language: English Document Type: Historical material (060); Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUN2000 Abstract: Analyzes how Arizona charter school policymakers succeeded in preserving the legislative intentions of the state's charter school program. Identifies four key features of policy implementation that created the charter school policy: communication, financial resources, implementor attitudes, and bureaucratic structure. (SLD) Descriptors: *Charter Schools; Communication (Thought Transfer); Financial Support; Nontraditional Education; *Policy Formation; *Political Influences; *Program Implementation; Public Policy; *State Legislation Identifiers: *Arizona Descriptive Terms: Electronic journal available at http://epaa.asu.epaa; 22 pages. This journal is archived in "Resources in Education" (RIE). See TM 030 294. EJ596422 UD521834 Charter Schools: Serving Disadvantaged Youth. Author: Manno, Bruno V.; Vanourek, Gregg; Finn, Chester E., Jr. Availability: Journal Citation: Education and Urban Society, v31 n4 p429-45 Aug 1999 Publication Date: 1999 ISSN: 0013-1245 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2000 Abstract: Explores the role of charter schools and explains why the charter movement is so promising for transforming U.S. education, particularly in urban areas. Addresses three common objections to charter schools and asserts that charter schools can serve the needs of at-risk and disabled students. (SLD) Descriptors: *Charter Schools; *Disabilities; *Disadvantaged Youth; Educational Change; Elementary Secondary Education; High Risk Students; School Restructuring; *Urban Schools; Urban Youth Descriptive Terms: Theme issue titled "Charter Schools and Urban Education." EJ589463 EA536134 The Catalyst Role of Charter Schools. Author: Rofes, Eric Availability: Journal Citation: School Administrator, v56 n7 p14-18 Aug 1999 Publication Date: 1999 ISSN: 0036-6439 Language: English Document Type: Journal articles (080); Reports--Descriptive (141); Reports--Evaluative (142) Journal Announcement: CIJFEB2000 Abstract: Some superintendents successfully exploit competitive intentions of the charter-school movement to improve district schools. A 1997 study of randomly selected districts found that half had experienced little financial effects from charters. Districts often lose certain ethnic groups and disgruntled parents. Ripple effects and policy recommendations are discussed. (MLH) Descriptors: *Change Strategies; *Charter Schools; *Competition; *Educational Change; Elementary Secondary Education; Financial Problems; Leadership; School Districts Identifiers: *Catalysts; Denver Public Schools CO; *Financial Disincentives; Minnesota EJ587018 UD521532 Learning from California. Author: Nelson, F. Howard Availability: Journal Citation: American Educator, v23 n1 p22-23 Spr 1999 Publication Date: 1999 ISSN: 0148-432X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJDEC1999 Abstract: Suggests some things that can be done to make charter schools more accountable and to promote innovation and diversity. Remedies are offered for the areas of (1) accountability; (2) funding; (3) choice and student characteristics; and (4) innovation and empowerment. (SLD) Descriptors: *Accountability; Administrators; Case Studies; *Charter Schools; *Educational Innovation; Elementary Secondary Education; Empowerment; Financial Support; *School Choice; School Effectiveness; Student Characteristics Identifiers: *California EJ573477 EA535048 The Thinking Behind Arizona's Charter Movement. Author: Garn, Gregg Availability: Journal Citation: Educational Leadership, v55 n2 p48-50 Oct 1998 Publication Date: 1998 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUN1999 Abstract: Arizona's "exemplary" charter-school legislation illustrates how three underlying ideologies (antibureaucracy, market-based education, and teacher professionalism) play out in practical terms. Although Arizona charter schools are achieving stability via independent financial status and real-time funding, many have monitoring difficulties, budgeting discrepancies, and a tendency to treat teachers like low-wage workers. (MLH) Descriptors: *Accountability; Budgeting; Bureaucracy; *Charter Schools; *Competition; *Educational Policy; Elementary Secondary Education; Program Implementation; School Choice; *State Legislation; Teaching (Occupation) Identifiers: Arizona; *Professionalization of Teaching EJ563129 RC512466 Charter for Change. Author: Caudell, Lee Sherman Availability: Journal Citation: Northwest Education v2 n3 p2-11,30 Spr 1997 Publication Date: 1997-00-00 Language: English Document Type: Information Analyses (070); Journal Articles (080) Journal Announcement: CIJOCT1998 Abstract: Summarizes key issues explored at the Northwest Symposium for Charter School Policy. Issues discussed included accountability and student evaluation, school autonomy, sponsorship and the charter approval process, school choice and parent involvement, equity concerns, opposition from teachers' unions, and startup issues. Sidebar profiles the history and current status of charter schools in Alaska, Idaho, Montana, Oregon, Washington, and Wyoming. (SV) Descriptors: *Accountability; *Charter Schools; *Educational Change; *Educational Policy; Educational Trends; Elementary Secondary Education; Equal Education; Parent Participation; *School Based Management; *School Choice Identifiers: *United States (Northwest) Descriptive Terms: Theme issue: Charter Schools: Education Leaders Voice Their Views. Volumes 1-2 available from EDRS; see ED 417 878. EJ563129 RC512466 Charter for Change. Author: Caudell, Lee Sherman Availability: Journal Citation: Northwest Education v2 n3 p2-11,30 Spr 1997 Publication Date: 1997-00-00 Language: English Document Type: Information Analyses (070); Journal Articles (080) Journal Announcement: CIJOCT1998 Abstract: Summarizes key issues explored at the Northwest Symposium for Charter School Policy. Issues discussed included accountability and student evaluation, school autonomy, sponsorship and the charter approval process, school choice and parent involvement, equity concerns, opposition from teachers' unions, and startup issues. Sidebar profiles the history and current status of charter schools in Alaska, Idaho, Montana, Oregon, Washington, and Wyoming. (SV) Descriptors: *Accountability; *Charter Schools; *Educational Change; *Educational Policy; Educational Trends; Elementary Secondary Education; Equal Education; Parent Participation; *School Based Management; *School Choice Identifiers: *United States (Northwest) Descriptive Terms: Theme issue: Charter Schools: Education Leaders Voice Their Views. Volumes 1-2 available from EDRS; see ED 417 878. EJ560852 EA534241 A Charter Story. Author: King, Keith Availability: Journal Citation: American School Board Journal v185 n1 p20-22 Jan 1998 Publication Date: 1998-00-00 ISSN: ISSN-0003-0953 Language: English Document Type: Guides (055); Journal Articles (080) Journal Announcement: CIJSEP1998 Abstract: Offers points for consideration by both school boards and charter-school advocates. Important elements of a successful charter school include vision, hands-on administrators, a commitment to staff development, and founders who also serve as maintainers. (LMI) Descriptors: *Charter Schools; Elementary Secondary Education; *Governance; *Interprofessional Relationship; *Policy Formation; *Politics of Education; Program Development Identifiers: Cheyenne Mountain School District CO EJ560851 EA534240 A Close Look at Charters. Author: Saks, Judith Brody Availability: Journal Citation: American School Board Journal v185 n1 p14-19 Jan 1998 Publication Date: 1998-00-00 ISSN: ISSN-0003-0953 Language: English Document Type: Guides (055); Journal Articles (080) Journal Announcement: CIJSEP1998 Abstract: Offers guidelines, culled from interviews with school board members and administrators, for school-board oversight of charter schools. (LMI) Descriptors: Accountability; *Charter Schools; Educational Legislation; *Educational Policy; Elementary Secondary Education; *Government School Relationship; Guidelines; *Policy Formation; School Law; *State Legislation DocumentsED464398 EA031634Community Schools in Ohio: Second-Year Implementation Report. Volume I: Policy Issues. Institutional Author: Ohio State Legislative Office of Education Oversight, Columbus.(BBB28080) Availability: Legislative Office of Education Oversight, 77 South High St., 22nd Floor, Columbus, OH 43266-0927. Tel: 614-752-9686; Fax: 614-752-3058. For full text: http://www.loeo.state.oh.us. Publication Date: April 2001 Language: English Document Type: Reports--Evaluative (142) Journal Announcement: RIENOV2002 Abstract: This report examines 46 community (charter) schools that operated during the 1999-2000 school year. Community schools tend to be smaller than their public counterparts, enroll a higher proportion of minority and poor students, and serve relatively fewer special-needs students. On average, community-school teachers have fewer years of experience and significantly lower salaries than teachers in corresponding city school districts. Most of these schools align their curriculum with Ohio's Model Curriculum. Over one-third of community schools develop individualized education plans for their students. A large barrier to the community-school initiative involves acquiring suitable and affordable facilities; this will remain a problem unless some form of state assistance is provided. Recommendations include having community schools improve the content of their annual reports by providing financial information and by being clear about how, and to what extent, they are achieving all of the academic goals stated in their contracts; and assessing parent satisfaction and developing strategies to gather and analyze feedback from parents, when they have contractually promised to do so. Appendices include a list of community schools operating during 2000-01, bibliography, data-collection and data-analysis methodology, and reasons cited for contract termination of Riser Military Academy and Monroe Academy. (Contains 111 references.) (RT) Descriptors: *Charter Schools; Community Schools; Elementary Secondary Education; Evaluation; Government Publications; School Effectiveness Identifiers: *Ohio Geographic Source: U.S.; Ohio ED456567 EA031301 Personnel Policy in Charter Schools. Author: Podgursky, Michael; Ballou, Dale Institutional Author: Thomas B. Fordham Foundation, Washington, DC.(BBB35085) Availability: Thomas B. Fordham Foundation, 1627 K St., N.W., Suite 600, Washington, DC 20006. Tel: 888-823-7474 (Toll Free); e-mail: fordham@dunst.com. For full text: http://www.edexcellence.net/fordham/foreports.html#anchorCho ice. Publication Date: August 2001 Language: English Pages: 46 Document Type: Numerical/Quantitative Data (110); Reports--Research (143) Journal Announcement: RIEFEB2002 Abstract: A random sample of 200 charter schools that had been in operation for at least 3 years was chosen from the National Charter School Directory. Charter schools were sent a survey of personnel policies. When 132 charter schools responded, the information was compared to a random sampling of traditional schools. In the seven states covered by the study, the charter schools were exempted from many state regulations and were freed from collective-bargaining agreements unless the charter school faculty chose to unionize. There was evidence of major differences between charter schools and traditional schools in the areas of recruitment and staffing, pay flexibility, incentive pay, and staffing flexibility. Charter schools employed more teachers and aides relative to their numbers of students. In states where it was permitted, charter schools recruited significant numbers of uncertified teachers. Few charter schools granted tenure. Most teachers worked under 1-year contracts or were employees-at-will. Very few were covered by collective-bargaining agreements. The average length of the teacher workday and year was longer. Dismissals of teachers for unsatisfactory performance were commonplace. Many charter schools raised the salaries of teachers in hard-to-staff subjects, such as math or science. Many did not award increases based on seniority, accumulation of degrees, or college credits. Nearly one-half reported using merit or performance-based pay. (Contains 14 references, 5 tables, and 27 figures.) (RKJ) Descriptors: *Charter Schools; Comparative Analysis; Elementary Secondary Education; *Innovation; *Personnel Evaluation; *Personnel Policy; Public Schools; State Regulation; *Traditional Schools Geographic Source: U.S.; District of Columbia ED446395 EA030701 Public Policy & Charter Schools: Forging Thoughtful Policies To Advance Public Schooling across the United States. Institutional Author: Public School Forum of North Carolina, Raleigh.(BBB25900) Availability: EDRS Price MF01/PC01 Plus Postage. Sponsoring Agency: Department of Education, Washington, DC. (EDD00001) Publication Date: January 2000 Language: English Pages: 20 Document Type: Reports--Descriptive (141) Journal Announcement: RIEAPR2001 Abstract: Supported by the U.S. Department of Education, Project Connect aimed to generate communication and cooperation among five charter schools and organizational partners in Florida, Georgia, Louisiana, North Carolina and South Carolina. The project facilitated meetings involving educational associations, businesses, policymakers, charter- school operators, faculty, and parents; performed site visitations; created newsletter and web sites; and convened meetings between public-school and charter-school officials. The project isolated 12 crucial public-policy issues appearing in the early stages of charter-school experimentation: (1) character of entities controlling charter granting; (2) adequate facilities support; (3) defining charter schools' 'fair share' of funds; (4) limiting numbers; (5) resolving differing points of view regarding teacher certification; (6) assessment and accountability protocols; (7) accountability standards applied to alternative schools; (8) the nature of the state's monitoring role; (9) achieving appropriate racial balance; (10) funding of state agency supports; (11) policy considerations commonly arising after legislation requiring amendments; and (12) fostering collaboration instead of competition with other public schools during implementation stages. (TEJ) Descriptors: *Charter Schools; *Educational Policy; *Educational Resources; Elementary Secondary Education; Institutional Cooperation; Interschool Communication; *Partnerships in Education; *Public Policy; Public Schools; School Support Identifiers: *Project CONNECT Target Audience: Policymakers; Practitioners Contract Number: SB970230006 Geographic Source: U.S.; North Carolina ED442221 EC307857 The Politics of Special Education Policy in Charter School Legislation: Lessons from Pennsylvania. Author: Dale, Richard E. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 24, 2000 Language: English Pages: 36 Document Type: Reports--Evaluative (142); Speeches/meeting papers (150) Journal Announcement: RIEDEC2000 Abstract: This study explored how and why special education policy issues were treated as they were in the formulation of Pennsylvania's charter school law, Act 22 of 1997. The qualitative study utilized formal and informal interviews of state policymakers, review of documents, review of archival records, and participant observation. Findings indicated a philosophical mismatch between two educational concepts: charter schools (a deregulated movement) and special education (seen as an over-regulated area). Among 15 specific findings were the following: (1) policymakers failed to anticipate the paradoxical outcome of making charter schools autonomous; (2) special education issues were neglected because special education experts were not called upon to contribute to the design of Act 22 of 1997; (3) policymakers feared that the charter school bill might be derailed if much time or exposure were given in the debate to the controversial matter of special education; and (4) the shift in competing values away from an emphasis on equity to a focus on liberty (choice) and efficiency contributed to the neglect of special education issues. The paper urges Pennsylvania policymakers to review and clarify issues concerning the Act's special education funding formula, admission of children with disabilities, transportation, and teacher certification. (Contains 25 references.) (DB) Descriptors: *Charter Schools; *Disabilities; *Educational Legislation; Educational Policy; Elementary Secondary Education; Federal Legislation; Qualitative Research; Regular and Special Education Relationship; *Special Education; *State Legislation Identifiers: *Pennsylvania Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, Louisiana, April 24-28, 2000). Target Audience: Policymakers Geographic Source: U.S.; Pennsylvania ED439492 EA030300 School Choice Policies in Michigan: The Rules Matter. Author: Arsen, David; Plank, David; Sykes, Gary Institutional Author: Michigan State Univ., East Lansing.(MVK50175) Availability: For full text: http://edtech.connect.msu.edu/choice/conference/default.asp. Sponsoring Agency: Department of Education, Washington, DC. (EDD00001)@; Spencer Foundation, Chicago, IL. (BBB06744) Publication Date: 1999 Language: English Pages: 112 Document Type: Reports--Evaluative (142) Journal Announcement: RIESEP2000 Abstract: This report studies the combined impact of Michigan's two school-choice policies: charter schools, known as "Public School Academies," and interdistrict student transfers. The report examines geographical patterns of school-choice participation among the state's school districts, and investigates how schools and districts have responded to the challenges and opportunities posed by choice policies. To date, school-choice policies are having both positive and negative effects on Michigan's education system. Further expansion of these school-choice options is desirable, but only if accompanied by improvements in policy design and implementation. While such policies open up new opportunities for poor students, and make schools more responsive to parents' preferences, they also impose costs on some schools and students, including some of the state's neediest. Policy makers, therefore, should focus their attention on the rules and administrative procedures that govern the operation of choice policy. A report of ongoing research at Michigan State University regarding new choice policies in the state is appended. (Contains notes for each chapter, an appendix summarizing the research methodology, and an index.) (DFR) Descriptors: *Administrative Policy; *Board of Education Policy; *Charter Schools; Elementary Secondary Education; *Parent Rights; *School Choice; *Transfer Students Identifiers: *Michigan Geographic Source: U.S.; Michigan ED436939 EF005543 Scale & Care: Charter Schools & New Urbanism. Author: Garber, Michael P.; Anderson, R. John; DiGiovanni, Thomas G. Availability: For full text: http://www.cnu.org/chartercontents.html . Publication Date: April 1998 Language: English Pages: 25 Document Type: Reports--Descriptive (141) Journal Announcement: RIEJUN2000 Abstract: The Charter School movement combined with New Urbanist designers have uncovered the importance of scale in creating school environments that are more responsive to the needs of children. This paper examines the possibilities for mutual benefit for school and community by integrating school-building into the new urbanist tool kit. The discussion covers actual implementation: a prototype building, a means for integration into the community structure, and a financial analysis geared toward developers. Also explored are the benefits of small schools, charter school laws, and the synergism realized from the cooperation of charter school operators and new urbanist developers. Concluding sections contain footnotes, an annotated bibliography, and Web site listings for additional information. (GR) Descriptors: *Charter Schools; Educational Environment; *Educational Facilities Design; *Educational Facilities Planning; Elementary Secondary Education; Public Schools; School Community Relationship; Student School Relationship Target Audience: Administrators; Practitioners Geographic Source: U.S.; Michigan ED435518 RC022134 Charter Schools: The Perspective from AEL's Region. AEL Policy Briefs. Institutional Author: Appalachia Educational Lab., Charleston, WV.(AWT03075) Availability: AEL, P.O. Box 1348, Charleston, WV 25325-1348 (free). Tel: 800-624-9120 (Toll Free). For full text: http://www.ael.org/rel/policy/charter.htm . Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 1999 Language: English Pages: 10 Document Type: Reports--Descriptive (141) Journal Announcement: RIEAPR2000 Abstract: A charter school is a public school that is operated under a detailed contract with a public agency and that may be exempt from many state and local regulations. This policy brief provides a brief overview of charter school characteristics and legislation, and discusses the concerns of policymakers in four states: Kentucky, Tennessee, Virginia, and West Virginia. Following a definition of charter schools, viewpoints for and against charter schools are examined. A profile of charter schools points out that most are small, are nongraded or nontraditional in grade configuration, and have student demographics similar to other public schools. Governance is determined by state legislation, and the extent of charter school autonomy varies widely. Issues that policymakers must address in charter school legislation are listed. Results of research on charter school effectiveness have been mixed. The following concerns are specific to the four-state region: the rural nature of much of the region, which creates problems related to facilities and transportation; issues related to equity of school funding; and the above-average number of special education students in the region. The status of charter school legislation in each of the states is described. Sidebars discuss vouchers, examine how federal criteria affect funding for state and local charter school proposals, and list related Web sites. (Contains 31 references.) (SV) Descriptors: Accountability; *Charter Schools; *Educational Legislation; *Educational Policy; Educational Vouchers; Elementary Secondary Education; Institutional Characteristics; Small Schools; *State Legislation Identifiers: *Appalachia Educational Laboratory WV; Kentucky; Tennessee; Virginia; West Virginia Contract Number: RJ96006001 Geographic Source: U.S.; West Virginia ED435130 EA030114 Creating Working Partnerships: How Can School Districts and Charter Schools Work Together Effectively? Knowledgebrief. Author: Izu, JoAnn Institutional Author: WestEd, San Francisco, CA.(BBB33305) Availability: EDRS Price MF01/PC01 Plus Postage. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: August 31, 1999 Language: English Pages: 15 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEAPR2000 Abstract: Drawing on the Los Angeles Unified School District's experiences with charter schools, this brief highlights the difficulties in balancing the twin needs of charter-school autonomy and accountability, and their implications for the way in which charter schools and districts can work together. It identifies key challenges in district-school relationships and outlines some ways in which districts and charters can work with each other more effectively. It is hoped that the examples provided by a large urban district have relevance for other developing charter schools and the districts that sponsor them. The text discusses the parameters of the district/charter-school relationship, detailing the types of charter schools that various states allow. The document describes the challenges in the district-school relationship, such as finding the balance between autonomy and accountability and administering, supporting, and communicating with charter schools. It explains how districts can work better with charter schools and how they can plan for the different needs of conversions and start-ups, and explores charter-school sponsorship as well as the need to set clear expectations for charter approval and renewal. The importance of establishing a liaison between school and district and encouraging and supporting interaction between charter and other schools is likewise presented. (Contains 11 references.) (RJM) Descriptors: *Charter Schools; *Educational Cooperation; *Educational Policy; Elementary Secondary Education; Nontraditional Education; Policy Analysis; School Administration; School Choice; *School Districts Identifiers: Los Angeles Unified School District CA Descriptive Terms: "With the editorial assistance of David Ruenzel." Geographic Source: U.S.; California ED434400 EA030062 Chartering for Excellence: Developing & Implementing Charter School Legislation. A Guide for Policymakers. Author: Dornan, John Institutional Author: SERVE: SouthEastern Regional Vision for Education.(BBB29603) Availability: SERVE, Publishing and Quality Assurance Department, 1203 Governor's Square Boulevard, Suite 400, Tallahassee, FL 32301 (Item No. HTCFE, $6). Tel: 800-352-6001 (Toll Free). Governmental Status: Federal Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 1998 Language: English Pages: 75 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEMAR2000 Abstract: This is the third SERVE publication about charter school issues. It focuses on implementation concerns confronting policymakers and state-education agencies, with particular emphasis on charter-related issues and recommendations for policymakers. The text focuses on strategies for drafting charter school legislation, issues that affect state-agency staffing, concerns in screening charter applications, and other materials that relate to accountability, monitoring, racial balance, funding, groups other than state boards, bridging the gap between charters and other public schools, and barriers to change. These chapters are followed by a series of policy briefs: "Selecting High-Quality Charter Schools," by Bryan Hassel; "The False Friends of Charter Schools: What Policymakers Can Do," by Gregg Vanourek, Bruno V. Manno, and Chester E. Finn, Jr.; "A Close Look at Charters: What Your Board Needs To Know Before You Accept a Proposal for a Charter School," by Judith Brody Saks; and "A Study of Charter Schools: First Year Report--May 1997," an executive summary which provides the highlights from the first-year report of the National Study of Charter Schools, a 4-year research effort to document and analyze the charter-school movement. (Five appendices include information on charter-school resources, the status of charter schools in the southeastern U.S., and other data.) (RJM) Descriptors: *Charter Schools; *Educational Policy; Elementary Secondary Education; Policy Analysis; *Position Papers; Program Implementation; School Policy Target Audience: Policymakers Contract Number: RJ96006701 Geographic Source: U.S.; District of Columbia ED426136 UD032688 Making Matches That Make Sense: Opportunities and Strategies for Linking Charter Schools and Comprehensive School Design Organizations. Author: Hassel, Bryan; Hassel, Emily Institutional Author: Charter Friends National Network, St. Paul, MN.(BBB35316) Availability: Charter Friends National Network, 1355 Pierce Butler Route, Suite 100, St. Paul, MN 55104; Tel: 612-644-5270; Fax: 612-645-0240; :e-mail: info@charterfriends.org; Web site: http://www.charterfriends.org Publication Date: May 1998 Language: English Pages: 27 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEMAY1999 Abstract: The premise of this policy paper is that two educational movements, the charter school movement and the development and dissemination of a variety of comprehensive school designs, have an unprecedented opportunity to work together to improve U.S. public education. This paper, focusing on challenges facing comprehensive school design organizations, uses dozens of interviews with representatives of school design groups, charter school leaders, and charter school resource centers to analyze the challenges in forging more links between charter schools and school design organizations. The primary challenges facing comprehensive school design groups working with charter schools are marketing, start-up problems, and the challenges posed by the relatively small scale of the individual charter school. Overarching strategies to address the problems of partnerships between comprehensive school design groups and charter schools include early contact with charter schools, the identification of markets for charter schools, and the identification of ways to capitalize on the respective strengths of the schools and the design groups. To address marketing challenges specifically, design groups should focus on outreach partnerships and marketing. To address the challenges of start-up, design groups should develop or identify low-cost tools to help them find promising candidates for collaboration, and they should explore creative funding options. Challenges related to the small scale of charter schools can be approached through clustering of schools using particular designs, shifting the balance of assistance by lowering the intensity of the intervention, and exploring ways to subsidize assistance to some charter schools in exchange for their willingness to be "lighthouses" or laboratories for designs. (SLD) Descriptors: *Charter Schools; Educational Change; Educational Policy; Elementary Secondary Education; *Integrated Activities; *Marketing; Partnerships in Education; Program Development; School Choice; *School Restructuring; School Size; Urban Schools Identifiers: *Reform Efforts Descriptive Terms: For related documents, see UD 032 686 and 689. Target Audience: Practitioners Geographic Source: U.S.; Minnesota ED421797 EA029223 Selecting High-Quality Charter Schools: What Policymakers Can Do. SERVE Policy Brief. Author: Hassel, Bryan Institutional Author: Southeastern Regional Vision for Education (SERVE), Tallahassee, FL.(BBB29512) Availability: EDRS Price MF01/PC01 Plus Postage. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 1998 Language: English Pages: 7 Document Type: Reports--Evaluative (142) Journal Announcement: RIEJAN1999 Abstract: This policy brief describes how legislation can ensure that high-quality charter schools emerge from the chartering process. State legislatures do not decide which applicants receive charters, but leave these choices up to "chartering entities" (state and local boards of education) by giving them the power to grant charters. However, state laws set the framework within which chartering entities make their decisions and can significantly affect school selection and quality. Five critical elements influence charter-school selection: who may apply, who may issue charters, how many charter schools are permitted, the criteria for obtaining a charter, and selection-process details. Charter laws in SERVE states (Florida, Georgia, Mississippi, North Carolina, and South Carolina) vary widely on numbers of charter schools allowed, but all five laws either state or imply that chartering entities should closely examine the school's educational program, instructional methods, performance goals, plans for measuring progress, and governance structure. All laws but Florida's ask reviewers to consider the school's plan to involve parents, teachers, and others in designing, managing, or evaluating the school. There are three types of selection processes (annual cycles, restricted rolling, and unrestricted rolling). There are unresolved policy issues in SERVE states. (MLH) Descriptors: *Accountability; *Charter Schools; *Educational Policy; Elementary Secondary Education; *Evaluation Criteria; *State Legislation Identifiers: *SouthEastern Regional Vision for Education; *United States (Southeast) Target Audience: Policymakers Contract Number: RJ96006701 Geographic Source: U.S.; Florida ED420912 EA029117 Charter School Update & Observations Regarding Initial Trends and Impacts. Policy Brief. Author: Bierlein, Louann A.; Mulholland, Lori A. Institutional Author: Arizona State Univ., Tempe. Morrison Inst. for Public Policy. Availability: Publication Date: 1995-04-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 11 Document Type: Information Analyses (070) Journal Announcement: RIEDEC1998 Abstract: As charter schools continue to gain momentum, trends are becoming visible. Some of the issues surrounding this reform movement are discussed in this policy brief. It examines charter schools in 12 states, offering an overview of what these schools are and how they work. Of the myriad forms that have emerged, their strength or weakness is attributable to whether sponsors other than local boards are allowed to participate, the extent of automatic state law/rule exemptions granted, and the schools' degree of fiscal and legal autonomy. Some of the initial trends and impact of charters in these states are profiled, such as fears concerning elite schools and resegregation not coming true; stronger charter school law elements that make a difference; the unique community and/or business partnerships being formed that may lead to enhanced support for all public schools; unique learning environments being created; a larger percentage of existing funds being focused on instructional activities; ripple effects across the broader system becoming visible; the spreading knowledge of the charter concept; charter-school critics mounting more sophisticated opposition; and problems evident in the system. A grid is featured comparing types of charter-school laws. (RJM) Descriptors: Board of Education Policy; *Charter Schools; Comparative Analysis; *Educational Policy; *Educational Trends; Elementary Secondary Education; Program Descriptions; *State Legislation Level: 1 Geographic Source: U.S.; Arizona ED419294 EA029056 Choice Matters: Policy Alternatives and Implications for Charter Schools. Author: Lane, Brett Institutional Author: Northwest Regional Educational Lab., Portland, OR, Rural Education Program. Availability: Northwest Regional Educational Laboratory, 101 S.W. Main Street, Suite 500, Portland, OR 97204; phone: 503-275-9500. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. Publication Date: 1998-04-00 Copy Availibility: EDRS Price MF01/PC02 Plus Postage. Language: English Pages: 40 Document Type: Information Analyses (070) Journal Announcement: RIEOCT1998 Abstract: The charter-school movement is a diverse and confusing collection of values, motives, beliefs, and assumptions. To help ease the confusion surrounding charter schools, an outline of the general purposes of the charter-school movement and the values behind these purposes are presented in this booklet. The intent is to provide a structure for productive policy discussion. Through the analysis of various stated purposes of the charter-school movement, four specific purposes or perspectives that focus on increasing student achievement are presented: (1) charter schools as the catalyst for systemwide change; (2) charter schools as the component of comprehensive education reform; (3) charter schools as a means to enhance individual equity; and (4) charter schools as a means to enhance group equity. The five chapters examine at length the rationale behind charter schools, asking whether they are simply a choice movement. Also discussed are the purposes and values behind charter schools, some policy alternatives and implications, and a matrix for policy perspectives and policy alternatives. The booklet concludes with a discussion of three general policy alternatives that appear integral to the success of the charter-school movement regardless of perspective. (Contains 25 references.) (RJM) Descriptors: Academic Achievement; *Charter Schools; Elementary Secondary Education; Nontraditional Education; *Policy Formation; *School Choice; School Effectiveness Level: 1 Contract Number: RJ96006501 Geographic Source: U.S.; Oregon ED417458 EA028829 Charter Schools. Background Paper 97-1. Author: Kelly, Kelan J. Institutional Author: Nevada Legislative Counsel Bureau, Carson City. Availability: Governmental Status: State Publication Date: 1997-00-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 21 Document Type: Reports (143) Journal Announcement: RIEAUG1998 Abstract: Unlike many proposed educational reforms in the United States, charter schools enjoy support from policymakers across the political spectrum, making such schools a major focus of public school reform among educators and legislators. The origin of charter schools and how these schools are affecting education is the subject of this background paper. It defines what charter schools are, from the idea's inception in the state of Minnesota, to the characteristics of charter schools. The paper presents arguments for and against these schools and examines the key financing issues confronting those who wish to start charter schools. A case study of charter school legislation in Nevada is presented to illustrate the process for one state. Research indicates that the two most important issues facing policymakers in this area are whether private schools should be allowed to convert to charter status, and thereby receive public money, and whether charter schools can meet community expectations while being held to state-set student performance levels. Such schools can afford educators the opportunity for freedom and innovation in teaching and school management but can present governance and oversight problems for local school districts and other sponsors. (Contains 10 references and an appendix.) (RJM) Descriptors: Accountability; *Charter Schools; Educational Change; *Educational Finance; Educational Innovation; Elementary Secondary Education; Instructional Student Costs; *School Effectiveness; *School Funds; School Restructuring Identifiers: *Nevada Level: 1 Geographic Source: U.S.; Nevada ED409407 UD031799 How Much Is Too Much? Charters, Vouchers, and Corporate Philanthropy. Policy Alternatives in School Choice and the Economic Foundations of Independent Community-Based Schools. Policy Studies on Education. Author: Ratteray, Joan Davis Institutional Author: Institute for Independent Education, Inc., Washington, DC. Availability: Institute for Independent Education, 1313 North Capitol Street, N.E., Washington, DC 20002 ($10). Publication Date: 1997-00-00 Copy Availibility: EDRS Price MF01/PC02 Plus Postage. Language: English Pages: 36 Document Type: Reports (142) Journal Announcement: RIENOV1997 Abstract: In recent years the Institute for Independent Education has begun to study a significant parental response to the lack of options in education. Parents of color and those with low to moderate incomes are creating and supporting independent community-based schools as self-help resources for the educational needs of their children. These schools, community-based in that they are operated by community organizations and in focus on the community, have focused on three major activities in response to rebuilding needed education reform efforts in their communities. They have been responsible for leadership development, educational innovation, and economic revitalization in urban communities throughout the United States. Charter school mandates have become very attractive to the independent community-based schools, and teachers's unions are beginning to support the concept of charter schools. In Michigan, Massachusetts, and Washington, D.C., independent community-based schools have applied for charter school status. To help support independent schools, many people advocate the use of educational vouchers. A second strategy for developing greater awareness of independent community-based schools is through contractual service agreements in which the school is chosen by competition for a contract. Private enterprise is increasing its role in sponsoring vouchers in the form of scholarships and in providing other sources of support for independent community-based schools. Corporations and community-based independent schools share an interest in developing human beings to their highest potential, so it is logical that they should work together for educational opportunity. (Contains 14 references.) (SLD) Descriptors: *Charter Schools; Community Involvement; *Community Schools; Economic Factors; Educational Change; Educational Finance; *Educational Vouchers; Elementary Secondary Education; *Private Financial Support; Private Schools; School Business Relationship; *School Choice; Urban Schools Identifiers: Reform Efforts Level: 1 Geographic Source: U.S.; District of Columbia ED404755 EA028261 A Guidebook for Chartering Agencies. Author: Millot, Marc Dean Institutional Author: Rand Corp., Santa Monica, CA. Inst. on Education and Training.; ZBQ93675 _ Washington Univ., Seattle. School of Business Administration. Availability: Sponsoring Agency: Department of Education, Washington, DC. Publication Date: 1996-11-00 Copy Availibility: EDRS Price MF01/PC05 Plus Postage. Report Number: DRU-1545-ED Language: English Pages: 106 Document Type: Guides (055) Journal Announcement: RIEJUL1997 Abstract: As of November 1996, at least 25 states had passed charter-school legislation empowering agencies of state government to enter into agreements with private individuals and groups to operate public schools. This is a guidebook for government agencies given the power to permit individuals and groups to operate autonomous public schools under state charter school legislation. It is intended to help chartering agencies develop their own charter school programs by providing information on: (1) charter-school concept and the different types of charter statutes; (2) the capabilities required of charter applicants to develop and implement their school programs; (3) the types of applicants that agencies are likely to encounter, as well as other private-sector actors involved with charter schools; (4) the specific functions and capabilities of chartering agencies; and (5) advice for chartering agencies initiating a charter-school program. Nine figures and one table are included. (LMI) Descriptors: *Accountability; *Charter Schools; *Compliance (Legal); Elementary Secondary Education; Free Enterprise System; *Institutional Autonomy; Private Education; Public Schools; School Based Management; *School Organization; State Legislation; State Standards Level: 1 Target Audience: Administrators; Practitioners Geographic Source: U.S.; California ED404734 EA028232 Charter Schools at the Crossroads: A Northwest Perspective. Proceedings of the Northwest Symposium for Charter School Policy (Portland, Oregon, November 7-8, 1996). Author: Caudell, Lee Sherman, Ed. Institutional Author: Northwest Regional Educational Lab., Portland, OR. Availability: NWREL Document Reproduction Service, 101 SW Main Street, Suite 500, Portland, OR 97204 (Phone: 1-800-547-6339 ext. 519). Sponsoring Agency: Department of Education, Washington, DC. Publication Date: 1996-11-00 Copy Availibility: EDRS Price MF01/PC03 Plus Postage. Language: English Pages: 56 Document Type: Collected Works (021) Journal Announcement: RIEJUL1997 Abstract: As of 1996, charter schools were just emerging in the Northwest region of the United States. This publication presents the proceedings of a symposium held to review information about charter-school policy, operations, and outcomes. A cross-section of leaders in education, government, and community from the states of Alaska, Idaho, Montana, Oregon, and Washington met to study charter-school legislation and literature, to share developments in their home states, and to examine the issues that define and shape the movement as it develops in the Northwest. The first part of the publication contains discussion highlights from the symposium, which focused on charter-school legislation in the Northwest and critical issues for charter schools. The second part, A Review of Current Charter School Policy and Governance Issues, by Douglas J. Thomas, provides an overview of recent research on the policy and governance issues that charter schools face. It includes a guide for organizing and assisting new charter-school startups. Parts 3 and 4 contain a March 1996 Morrison Institute policy brief titled Charter Schools: The Reform and the Research, by Lori A. Mulholland, and a November 1996 addendum by the same author. A chart lists key components of expansive charter-school laws in 10 states across the nation. The appendix lists participants and presenters. Articles contain references. (LMI) Descriptors: Accountability; *Charter Schools; Educational Policy; Elementary Secondary Education; *Governance; *Institutional Autonomy; Nontraditional Education; Outcomes of Education; *School Choice; School Organization; *State Legislation Level: 1 Contract Number: S283A50041-95D Geographic Source: U.S.; Oregon ED395372 EA027559 Charter Schools: The Reform and the Research. Policy Brief. Author: Mulholland, Lori A. Institutional Author: Arizona State Univ., Tempe. Morrison Inst. for Public Policy. Availability: Publication Date: 1996-03-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 10 Document Type: Reports (143); Collected Works (022) Journal Announcement: RIEOCT1996 Abstract: As of January 1996, 20 states had enacted charter school laws. This brief summarizes the history of charter school laws and updates their current status across the country. The brief presents the findings of various charter school research projects conducted at the state and national levels. When substantive changes have been made to existing charter school laws, the laws have usually been expanded. As of July 1995, more expansive charters have produced more startup activity. Implementation is challenging because charter school organization requires a change in roles and a shift in the assumptions and operations of public education. Additionally, legislation may encounter constitutional challenges. The document includes a chart depicting key components of expansive or strong charter school laws in Arizona, California, Colorado, Delaware, Massachusetts, Michigan, Minnesota, New Hampshire, New Jersey, and Texas. (Contains 15 references.) (LMI) Descriptors: *Accountability; *Charter Schools; Educational Innovation; Educational Research; Elementary Secondary Education; *Governance; Program Implementation; *School Organization; *State Legislation; *State School District Relationship Level: 1 Geographic Source: U.S.; Arizona ED388480 RC020325 Policy Update. IDRA Focus. Institutional Author: Intercultural Development Research Association, San Antonio, TX. Availability: Journal Citation: IDRA Newsletter v22 n6 Jun-Jul 1995 Publication Date: 1995-06-00 Copy Availibility: EDRS Price MF01/PC02 Plus Postage. ISSN: ISSN-1069-5672 Language: English Pages: 26 Document Type: Collected Works (022); Legal/Legislative/Regulatory Material (090) Journal Announcement: RIEMAR1996 Abstract: This theme issue focuses on the drastic revision of the Texas education code undertaken during the 1995 state legislative session. Education Policy Reform: Key Points for Districts (Albert Cortez, Mikki Symonds) outlines critical issues in the legislation that have an impact on educational quality: charter schools exempt from state regulations; public education vouchers for school choice; facilities funding; bilingual education; compensatory education; school finance formula; textbook selection; student behavior problems and discipline; teacher salaries, rights, and certification; and parent rights and responsibilities. Legal Challenges to New Education Code Foreseeable (Albert H. Kauffman) lists probable sources and legal bases of challenges to the new Texas code. Texas Public Schools Charter Provisions in the New Education Code describes specific provisions related to the establishment and operation of new charter schools. Some Thoughts on the Legislature's Attempts To Improve Public Schools in Texas (Albert Cortez) criticizes the reforms of the new Texas education code because they were formulated without input from key stakeholders and will do little to improve the education of the state's most disadvantaged and disenfranchised populations--minority-group, limited-English-proficient, and low-income students. Other articles not related to this issue's theme include Issues in Accountability Testing of LEP Students: Reflections on the Policy Making Process (Adela Solis); How Federal Policy Impacts My Classroom (Lucy Windham) expressing thoughts on bilingual-education policy; IMPACT: A Model for Schools To Promote Parent Advocates for Children and Changes (Ninta Adame-Reyna); Teachers and Parents Surf the Internet: Finding Boards and Catching 'La Onda' (Mikki Symonds); We Need the Federal Government in Education (Michael Casserly); Coca-Cola Valued Youth Program Brings Together Tutors, Parents and Teachers (Linda Cantu); and IDRA Creates Manual for Title VII Proposal Development (Abelardo Villarreal). Contains suggested readings on equity in school funding. (SV) Descriptors: Accountability; Bilingual Education; *Charter Schools; *Educational Change; Educational Equity (Finance); Educational Legislation; *Educational Policy; Elementary Secondary Education; Limited English Speaking; Public Education; *School District Autonomy; *State Legislation; State School District Relationship Identifiers: *Texas Descriptive Terms: Photographs will not reproduce adequately. Level: 1 Geographic Source: U.S.; Texas ED381880 EA026666 Reinventing Public Education. Author: Hill, Paul T. Institutional Author: Rand Corp., Santa Monica, CA. Inst. on Education and Training. Availability: RAND Distribution Services (Internet: order@rand.org). Sponsoring Agency: George Gund Foundation, Cleveland, OH.; BBB07475 _ Lilly Endowment, Inc., Indianapolis, IN. Publication Date: 1995-00-00 Copy Availibility: EDRS Price MF01/PC06 Plus Postage. ISBN: ISBN-0-8330-1631-8 MR-312-LE/GGF Language: English Pages: 138 Document Type: Book(s) (010); Viewpoints (120) Journal Announcement: RIESEP1995 Abstract: The goal of this report is to formulate a true alternative to the current form of governance for public education. Based on studies of governance in other large decentralized service organizations and of local educational reform efforts, the report concludes that there is a real alternative. The alternative allows the schools to be operated by a variety of public and private organizations, based on school-specific contracts that would define each school's mission, guarantee public funding, and establish standards and procedures for accountability. The report argues that contracting creates positive performance incentives for school staffs; ensures that public funds are spent at the school level; and deflects pressure for the overregulation of schools. Following the summary, acknowledgments, and introductory chapter, chapter 2 makes the basic case that the present governance system in urban schools is failing. Chapter 3 provides an overview of the existing governance arrangements in urban public education, linking many of the failures of the schools to the governance structure. Chapter 4 sketches an alternative governance system based on contracts between local public authorities and schools or groups of schools. The disadvantages of two other widely discussed alternative forms of governance--one based on total privatization of ownership and one based on rigorously aligned performance standards, testing, and training--are analyzed in the fifth chapter. The final chapter offers suggestions as to how states and local communities can move toward contracting and how state and federal governments can promote governance reforms. The appendix contains a brief paper describing the views of a focus group on the provision of support functions in restructured Chicago public schools. (Contains 99 references.) (LMI) Descriptors: Accountability; Bureaucracy; *Contracts; Educational Economics; Elementary Secondary Education; *Free Enterprise System; *Governance; *Privatization; *Public Education; *School Restructuring; Standards Identifiers: *Charter Schools Level: 1 Geographic Source: U.S.; California |