Thesis (Ph. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 30, 2006. Dissertation Committee: Dianne E. Ashby (chair), David J. Blacker, Donald G. Hackmann, Kenneth H. Strand. Includes bibliographical references (leaves 125-129) and abstract. Also available in print.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 176-190).

Charter schools have become a widely accepted and rapidly growing option for educational reform especially for low-income, inner-city students. In Los Angeles, the charter movement has promised teachers greater autonomy and collaboration than in the traditional public schools, yet the working conditions of teachers in charter schools have weakened the conditions for this movement to truly reform public education. By using a neoliberal theoretical framework and a qualitative case study design, this study captured the voices of charter school teachers and documented their beliefs and experiences in an environment shaped by a culture of choice. This study uncovered a) the culture and environment that led teachers to seek unionization, b) the relationships between teachers and management, and c) their model of unionism. The participants’ voices detailed a collaborative culture that lured teachers to escape the negative environment in the local district schools. Still, teachers faced an exhaustive workload and they chose to leave the charter school environment. Teachers valued their autonomy while not realizing that the true choice existed only for the management of the school that had the ultimate power over their working conditions. When teachers decided to unionize they faced antagonism from their school leaders, and a backlash for their involvement in the unionization. Teachers fell prey to the intimidation of the public’s perception on tenure and gave up this fundamental protection. They also moved away from the traditional model and were left without a clear understanding of what being a union meant.

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Understanding the evolution of charter school legislation and the expectations of legislators adopting this legislation is important to school boards and school administrators in Virginia. The purpose of this research project was to delineate the historical development of charter school legislation in Virginia. A non-emergent research design was used with two steps of data collection. The first step was a review of all charter school legislation, which covered the General Assembly Sessions 1994-2000, and the second step was a series of open-ended interviews with legislators and others who participated in the charter school legislative development. This study addressed the following research questions: 1. What changes did charter school legislation undergo before members of the Virginia General Assembly finally approved it for implementation? 2. What were the expectations of the legislators who sponsored charter school legislation? 3. What, if anything, either internal or external to the Virginia General Assembly, influenced the presenters of charter school legislation? 4. Did the enacted legislation that was adopted meet the expectations of the legislator who initiated charter school legislation? 5. Are legislators and others satisfied with the current status of charter school development in Virginia? Charter school legislative bills and related amendments from 1994 to 2000 were analyzed. Purposive and snowball sampling identified certain legislators as primary respondents, who were interviewed. After the interviews, the data were transcribed and analyzed using QSR NUD·IST. A total of eight interviews were conducted, and all respondents gave permission to record the interviews. Six themes emerged from the interviews. These themes are 1) Partisan Politics, 2) Local Autonomy, 3) Accountability, 4) Choice, 5) Funding, and 6) Opposition. Charter school legislation is unique to each state. Also, one delegate individually championed charter school legislation in Virginia. There were some external influences (outside the Virginia General Assembly) opposing charter school legislation; primarily the National Association for the Advancement of Colored People (NAACP), the Virginia School Boards Association (VSBA), and the Virginia Education Association (VEA). Equally important, partisan politics and the opposition of the Black Caucus in the General Assembly were the two strongest internal factors in defeating early attempts at charter school passage. All interviewees reported being satisfied with the outcome of charter school legislation; however, several legislators indicated dissatisfaction with the apparent slow pace of school boards in each locality of holding public hearings to determine whether they will accept charter school applications. Additionally, accountability based upon student results, an alternative schooling opportunity for public school students, and a lottery method for student selection were important charter school characteristics for adoption. / Ed. D.

Since 1991, charter schools have become a popular school choice option. Charter schools are independent public schools free from most state regulations in exchange for a written contract specifying that certain results will be obtained. Charter school accountability depends on both the specific charter school law and the agreement that has been struck between the sponsoring agency and the individual charter school. This study explores the patterns of practice in the accountability processes used by multiple sponsoring agencies in Minnesota. Minnesota's charter school law allows local school districts, post-secondary institutions, and the state education agency to sponsor charter schools. One central overarching question was addressed in this study: How do the micro accountability systems of multiple sponsoring agencies within Minnesota compare? In addition, several subquestions provided the framework for the research: 1. How is the charter school accountability process defined in the state legislation? 2. How is the charter school law interpreted by the state education agency? 3. How do sponsors determine the accountability processes they require of their charter schools? 4. How satisfied are the charter school directors and the sponsoring agencies with their accountability process? This qualitative study utilized research methods suitable for a multiple case study. The two primary data collection methods were document analysis and interviews. Individual case reports for each type of sponsoring agency were written that discussed specific elements of the accountability systems in use by each type of sponsoring agency within the state. A final report outlining the patterns of practice in the accountability processes used by all sponsors is included. Any measurement of the macro accountability dimensions in the charter school movement may be confounded by the different micro accountability indicators used by the different sponsoring agencies. This study provides information about the specific accountability processes being adopted by the sponsoring agencies. The results of this study will help sponsoring agencies of charter schools focus on the types of accountability to which they may hold their charter schools accountable. / Ph. D.

In order to assess the extent and quality of special education services in charter schools in north Texas, the researcher examined data submitted to Texa Public Education Information Management System (PEIMS), and conducted qualitative interviews with selected charter school administrators. Five cornerstones of the Individuals with Disabilities Education Act (IDEA): zero reject, individualized education program (IEP), appropriate assessment, free appropriate public education (FAPE), and least restrictive environment (LRE), were utilized in the assessment of quality. Levels of expertise in federal disability law and fiscal barriers were explored, as well.

The purpose of this study was to create a manual for organizations seeking to expand from one high-performing charter school into a network of charters, while serving high-poverty populations. A well-documented critical need exists to expand quality educational options for high-poverty students. Despite legislation and investments, prior reform efforts have failed to significantly improve the academic outcomes of historically underserved Black, Brown, Latino, and low-income students. Charters schools are an important option for families seeking to expand the educational options for students whose parental incomes assign them to chronically failing schools. Despite disproportionately enrolling high-poverty students, some high-performing charter schools are excelling with this population. The research methodology included semi-structured 1-hour interviews, site visits, and artifact review from CMO leaders, funders, and consultants of high-performing charter schools The interviews were then transcribed and coded, and seven recurring themes emerged. Data analysis involved comparing these emergent themes with previous research. Data analysis found that the high-performing charter schools serving high populations credit culture, systems, and human capital as the three main components of successful expansion. Although the order differed, every participant cited these three factors as critical to replication with integrity. Interviews, site observations, and artifacts in the current study identified the following recurring themes: 1. Culture Is Everything 2. The Model: This Is How We Do Things 3. Codification for Replication 4. Inspect What You Expect 5. Develop Human Capital 6. Operations Are the Drivers of Network Success 7. Accountability, Autonomy, Equity The findings in the current study show a demonstrated need for replication with the participants highlighting the challenges, lessons learned, and crucial advice to future operators. The final product is a guidebook that provides charter school leaders, charter management leaders, and other stakeholders with concise information on instructional practices, school culture, curriculum, finances, and other factors that impact charter school expansion. This manual is based on the premise that high-performing charter schools offer increased opportunities for academic success and, thus, life success for economically disadvantaged students.

The purpose of this study was to conduct an in-depth examination of special education services in open-enrollment charter schools in north Texas and to examine relationships between special education compliance and funding. Six questions guided the research: How have the charter schools designed special education services, and do these services meet individual needs of students with disabilities? Have federal education and disability laws affected charter schools' admissions, operations, or student performance ratings? What were the levels of special education funding and compliance with federal and state regulations? Is there a relationship between special education funding and special education compliance with rules and regulations? Studies at the national and state levels have frequently been conducted in the form of surveys, and provide only preliminary information about the status of special education in charter schools. There is a paucity of case specific information about the management and delivery of special education services in open-enrollment charter schools. A within-case study research design was used for this investigation utilizing qualitative methods of structured open-ended interviews, observations at the schools, and document analysis. Administrators at four open-enrollment charter schools were interviewed to gather data for this multi-case study. The data supported the hypotheses related to special education services in open-enrollment charter schools. The schools in this study provided special education services with an inclusion model for the first two years. In their first years of operation, charter schools face challenges of small budgets, few if any special education students, and difficulty finding special education teachers and other staff. In the third year and beyond, the schools were able to add special education services and staff and were more stable in terms of budget and operations. For the time period analyzed, special education costs exceeded special education funding. Compliance with special education regulations was relatively high as services were provided to students with mild disabilities with a high commitment to individualized instruction.

This case study of a Bronx, New York charter school drew upon Emdin’s (2016) book on pursuing school improvement as a secondary analysis of existing data from the school. The Principal Investigator is currently a teacher at the school and was participant-observer. The overall study can be considered an integration of qualitative fieldwork and survey methods. A strong implication from the highly significant quantitative results for 18 paired t-tests for nine Behaviors pre-/post-training is that professional development and special trainings had a strong positive effect. With Bonferroni Adjustment Significance (.05/18, p=.0003) level of .003, paired t-tests showed that staff ratings (knowledge and self-efficacy ratings) for all nine Behaviors exhibited a significant increase in mean rating from pre-training to post-training; thus, the intervention of professional development and special trainings had significant impact. Quantitative data supported the conclusion that significant progress was made toward the school’s original goal of transforming toward greater cultural competence and changing school climate to better meet the needs of urban learners from varied cultural backgrounds. Independent t-tests on dichotomous groups found one (of three) comparisons to be statistically significant (t= -.392, df=41.55, p= .000; Bonferroni Adjustment Significance, .05/3, p=.016) when comparing the means for people of color staff (n=29) of 8.934 (SD=1.254) versus for White staff (n=18) of 7.63 (SD=1.023). People of color staff had a significantly higher post-training self-efficacy for performing all nine specified behaviors compared to White staff. Qualitative data from five research questions produced via coding on 64 Emergent Themes, 15 Categories, and 12 Hierarchical Emergent themes—the last effectively coalescing all data into short statements to summarize all that school staff and teachers expressed about the training using Emdin’s book and other special training activities and discussions: acknowledge many book benefits; accept less ready White peers; learn bias, empathy; incomplete training, need to continue/action; impact of expanded awareness; retain many strengths to training model; plan to address barriers to success of training model; evidence of many improvements at school; ending oppression/biased discipline; training challenge of staff in different stages; expert facilitation of difficult conversations; and action for curriculum modifications.