The number of charter schools has increased dramatically in recent years while public school enrollment continues to decline (Hadderman, 2002). This suggests that parents may view charter schools as a viable alternative to the public school system. However, in the 15 years of the charter school movement, there lacks conclusive evidence that charter schools improve student achievement. Thus, if charter schools continue to proliferate as trends suggest and our state's goal is to improve the academic achievement of its youth, then it is imperative that education policy-makers search for schools, public or charter, that demonstrate effective practices that lead to the achievement of its students. The purpose of this study was to examine the relationship between 3 indicators of effective school practices and academic performance of urban charter schools based on the perspectives of principals, teachers, and parents. The extent to which these practices are exercised (i.e., school leadership, high academic standards, commitment to family/school/community partnerships) will be used to determine which indicators are more closely correlated with academic performance based on API. The goal of the study is to determine the relationship among those variables and to compare the models across three major stakeholders. The significance of this research can be used to influence charter school policy-makers to ensure that all approved charters are well groomed for success as evidenced by the academic achievement of its students. Parents, teachers and administrators of these charter schools completed a modified version of the "Characteristics of Successful School Survey" (Learning Points Associates, 2000). This instrument measured perceptions of each of the 3 characteristics identified by research that are aligned with the nationally conducted effective school research. All data were assembled in the Statistical Package for the Social Sciences (SPSS) version 15.0 (SPSS, 2096) and analyzed. Descriptive statistics were performed to determine the means, percentages, and standard deviations (SD) of participant demographics and perceptions. Correlational statistical tests were performed to report the strength and direction of the 3 indicators and the academic performance of charter schools Finally, correlational matrices were presented to interpret the meaning of the association between these variables. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]