This paper examines how the Texas charter-school law is being implemented, with particular attention paid to issues of equity and social justice. It focuses on the demographic composition of students and staff in Texas' charter schools, provisions for oversight and accountability, early indices of student performance, ongoing controversies, analyses of trends, and recommendations for ensuring equity in charter schools. Compared with their overall enrollment in public schools, African-American and Hispanic students are over-represented in charter schools, while their Anglo counterparts are underrepresented. In addition, charter schools serve fewer numbers of special-education and limited-English-proficient (LEP) students than public schools statewide. This raises serious questions of equity and social justice, particularly insofar as children labeled as "special ed" or LEP are considered by many educators to be the children most difficult to educate. Another equity area concerns the subject of staffing and governance. Tables present student demographics and percentage passing the Texas Assessment of Academic Skills for charter schools and public schools. An appendix contains a summary of key provisions of Texas' Charter School Law. (Contains 38 references.) (DFR)