To Charter or Not to Charter: Developing a Testable Model of Charter Authorization and Renewal Decisions

Autor/inn/en	Ruble, Whitney; Harris, Douglas N.
Titel	To Charter or Not to Charter: Developing a Testable Model of Charter Authorization and Renewal Decisions
Quelle	In: Journal of School Choice, 8 (2014) 3, S.362-380 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2014.942166
Schlagwörter	Charter Schools; Decision Making; Educational Change; Models; Boards of Education; Public Agencies; Higher Education; Academic Achievement; Parent Attitudes; Political Influences; Economic Factors; Guidelines; Role; Governance; School Closing; Elementary Secondary Education; Louisiana + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Decision-making; Entscheidungsfindung; Bildungsreform; Analogiemodell; Ausschuss; Öffentliche Einrichtung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Elternverhalten; Political influence; Politischer Einfluss; Ökonomischer Faktor; Richtlinien; Rollen; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; School closings; Schule; Schließung; Schließung (von Schulen)
Abstract	The authorizers of charter schools are an understudied piece of the charter reform process. The local school boards, state agencies, and higher education institutions that act as authorizers play a significant role in the market, determining which operators get to enter the market and which are forced to exit. This article provides an economics-based framework for understanding the objectives of authorizers that can be used to test empirically the relative importance of three main objectives: student achievement, parental satisfaction, and political influence. Which of these objectives authorizers pursue could have a significant impact on which schools are authorized and renewed and therefore on the success of the charter schools generally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10