ERIC Number: ED418203
Record Type: RIE
Publication Date: 1996-Sep
Autonomy, Accountability, and the Values of Public Education: A Comparative Assessment of Charter School Statutes Leading to Model Legislation.
Millot, Marc Dean
This report analyzes state statutes authorizing a new approach to the organization of elementary and secondary education in the public sector, the "outcome-based,""contract," or, as it is now commonly called, "charter school." Charter school statutes create an alternative legal framework for the formation of public schools by permitting a state education agency to grant an individual public school some degree of autonomy from central control over critical decisions of accountability for educational results in return for the school's acceptance of some degree of accountability for educational results. Charter schools compete directly with district-run schools for students and funding, and this competition is intended to raise the quality of public education for all. This report provides a comparative analysis of the charter school statutes of 11 states. First it examines the expressions of legislative intent, and then the more salient features of charter school legislation are discussed, comparing the various statutory provisions. The report then analyzes some of the tensions between autonomy and accountability, and discusses key issues legislators must address. The report also addresses potential tensions between charter school autonomy and the values of public education. Finally, the paper discusses key provisions of a proposed draft model developed in the course of this study. The guiding assumption of this model is the need to balance the goals of autonomy and accountability while maintaining the core values of public education. The state statutes are attached. (Contains 36 tables.) (SLD)
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Sponsor: New American Schools Development Corp.; Rand Corp., Santa Monica, CA. Inst. for Education and Training.
Authoring Institution: Washington Univ., Seattle. Center on Reinventing Public Education.