Multiple Perspectives on Charter School Accountability: Research Findings from Charter Schools and Charter School Authorizers.

Autor/inn/en	Anderson, Lee; Finnigan, Kara; Price, Tiffany; Adelman, Nancy; Cotton, Lynyonne; Donnelly, Mary Beth
Institution	SRI International, Menlo Park, CA.
Titel	Multiple Perspectives on Charter School Accountability: Research Findings from Charter Schools and Charter School Authorizers.
Quelle	(2003), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Charter Schools; Educational Assessment; Educational Policy; Elementary Secondary Education; Nontraditional Education; Performance; Public Education; Public Schools; Sanctions; School Effectiveness; Standards + Suchen Sie Ihr Suchwort? Verantwortung; Charter school; Charter-Schule; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Non-traditional education; Alternative Erziehung; Achievement; Leistung; Öffentliche Erziehung; Public school; Öffentliche Schule; Sanction; Sanktion; Schuleffizienz; Standard
Abstract	This paper presents national 2000-01 data from charter schools and charter-school authorizers in the United States regarding the various stages of the accountability process: the charter application stage, the monitoring stage, and the sanctions stage. The larger accountability context of public schools and its impact on charter schools are also discussed. The paper concludes with a discussion of the continuing mismatch between the theory and the reality of charter-school accountability. The authors maintain that the original vision of charter-school-level goal-setting is being eclipsed by state assessment mandates and other accountability requirements. Furthermore, charter-school accountability relationships continue to emphasize traditional inputs at most stages of the accountability process, especially during the implementation of sanctions against schools. Hence, the original theory of charter-school accountability is compromised by the continuing emphasis on inputs, on one hand, and by externally defined and imposed outcomes measures on the other. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC