NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED482422
Record Type: Non-Journal
Publication Date: 2002-Dec
Pages: 27
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Performance-Based Accountability: Newarks Charter School Experience.
Callahan, Kathe; Sadovnik, Alan; Visconti, Louisa
This study assessed how New Jersey's state accountability system encouraged or thwarted charter school success, how effectively performance standards were defined and enacted by authorizing agents, and how individual charter schools were developing accountability processes that made them more or less successful than their charter school counterparts. Between 2001-2002, researchers conducted qualitative research in four New Jersey charter schools, examining the accountability system's monitoring and oversight; warning and probation systems; authorization, renewal, and closure processes; the agency's role in assisting charter schools in trouble; and benchmarks established for judging charter performance. The study also examined charter schools' curriculum and teaching practices and their academic and non-academic programs. Findings showed that the state authorizer lacks the capacity and authority to develop an effective performance-based accountability system. Results also indicated that New Jersey charter schools were far from free of district or state rules and regulations, and charter law generally reproduced the bureaucracy found in district schools. While charter schools had to comply with all state education laws (except a few facility standards), they were expected to do so with less funding. Because each charter school acted as a self-contained district, administrative burdens of reporting to the state Department of Education combined with the monetary need to apply for federal grants requiring extensive documentation created a perilous strain on charter school administrators' time, resources, and energy. (Contains 29 references.) (SM)
For full text: http://www.cornwall.rutgers.edu/publications.htm.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey