ERIC Number: ED464186
Record Type: Non-Journal
Publication Date: 2001-Dec
Reference Count: N/A
Going Charter: New Models of Support. Year Two Findings from New York City's Charter Schools. Charter School Research Project.
Ascher, Carol; Echazarreta, Juan; Jacobowitz, Robin; McBride, Yolanda; Troy, Tammi; Wamba, Nathalis
This report synthesizes the year 2 findings of a 3-year qualitative study of autonomy, accountability, finance, and supports in New York City charter schools. In 2000-2001, the study sample included 10 schools (8 charter and 2 alternative schools considering charter status). Section 1 reviews the literature on supports provided to traditional public schools, analyzes the school district's role, reviews the literature on intermediary organizations, and examines studies on the relationship between charter schools and the private nonprofit and for-profit organizations partnering with them. Section 2 describes the research methodology. Section 3 maps the sources of support being built and used by charter schools in New York City and notes implications of these new support arrangements. Overall, the 10 study schools used a range of voluntary overlapping supports that added to the material and human resources available from their public funding. Policy recommendations include increasing funding for charter schools to the level received by other public schools, encouraging charter schools to draw on traditional public schools' and districts' services and expertise, and helping charter school educators and representatives from the private sector to work out issues of governance and authority. (Contains 16 references.) (SM)
Descriptors: Charter Schools, Educational Finance, Elementary Secondary Education, Financial Support, Partnerships in Education, Public Schools, Urban Schools
Institute for Education and Social Policy, Steinhardt School of Education, New York University, 726 Broadway, 5th Floor, New York, NY 10003. Tel: 212-998-5880; Fax: 212-995-4564. For full text: http://www.nyu.edu/iesp.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Rockefeller Foundation, New York, NY.; Annie E. Casey Foundation, Baltimore, MD.
Authoring Institution: New York Univ., NY. Inst. for Education and Social Policy.