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Abstract:
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Faced with a failing educational system, reformers began to look for new ways to
increase student success. One reform, charter schools, is based on increased
programmatic freedom combined with parental choice in exchange for increased
accountability. Charter legislation gives wide latitude to organizers to create many different types
of schools. Yet, regardless of the model, all charters must be authorized by a state approved entity. The purpose of the authorizer is to approve a charter petition, monitor
the health of the school, and ultimately reward or sanction the charter's results. Although
the vast majority of these charter "authorizers" are local school districts, many states
allow for "alternative" authorizers. Unfortunately, many of the unique features which make charter schools so intriguing also create unique issues for charter authorizers.
Although charter schools have generally gained acceptance and have become a viable
part of the educational system, much controversy still remains. The purpose of this study is to analyze the relationship between charter schools
within Sacramento County and their charter authorizers in order to ascertain whether or
not the schools and their authorizers are in alignment with the original intent of the
California charter legislation. This study utilizes the perceptions of charter school administrators who deal
directly with their school's authorizing sponsor as well as additional "hard data" in the
form of the authorizers' own board agendas in order to assess the current state of charter
school - charter authorizer relationship. Charter schools have established innovative programs throughout the county, and
their authorizing districts appear to be faithful to their oversight responsibilities. Yet, the
question still remains if these partnerships are now, or will ever be, in alignment with the
spirit of the legislation. Currently, it appears both charter schools and charter authorizers
operate from a "due diligence" standpoint and are content relegate the relationship to
benign acceptance of one another's role in education. |
