ERIC Number: ED475195
Record Type: RIE
Publication Date: 2002-Nov
A Decade of Public Charter Schools. Evaluation of the Public Charter Schools Program: 2000-2001 Evaluation Report.
Anderson, Lee; Adelman, Nancy; Finnigan, Kara; Cotton, Lynyonne; Donnelly, Mary Beth; Price, Tiffany
This 5-year study is evaluating the Public Charter Schools Program (PCSP), a federal effort to help charter schools meet planning, startup, and early implementation costs. It is gathering local, state, and federal information about the program, documenting the evolution of the charter school movement. Researchers are studying the operations and impacts of the PCSP, characteristics of charter schools, and charter school flexibility and accountability. The 2000-01 study involved telephone surveys of nationally representative charter schools and charter school authorizers, site visits in six states, and secondary analysis of National Study of Charter Schools data. Most participating schools were newly created and were authorized by various entities. Schools served a range of grade levels and were generally smaller than traditional schools. Charter schools served diverse students, with predominantly white teachers. Charter authorizers tended to charter schools to create alternatives for students and parents, address specific student needs, and make schools or programs available to more students. Authorizers often had limited capacity to serve their schools. Most had several formal procedures to regulate the charter application process. Fewer than half of the schools were eligible to depart from laws and regulations governing noncharter public schools. Charter schools shared authority with multiple agencies and received support from a variety of sources. (Contains 10 references.) (SM)
Descriptors: Accountability, Charter Schools, Dropouts, Elementary Secondary Education, Federal Aid, Governance, Institutional Characteristics, Limited English Speaking, Minority Group Children, Parent Participation, Public Schools, School Choice, Technical Assistance
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Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: SRI International, Arlington, VA.