As part of the education reforms of the 1990s, charter schools were proposed as a private alternative to public education, offering parents and their children greater choices. Publicly financed but privately operated, charter schools have now grown in numbers and influence. While there are many studies of student outcomes in charter schools demonstrating mixed results, one negative outcome of charter schools has been less examined. Since inception, 23% of charter schools nationally have closed and these closures are disruptive to parents, children, and their school districts. This paper addresses charter school closures from an organizational perspective. Applying theory from population ecology and resource dependency theory, the population of nonprofit charter schools is examined. What are the primary determinants of charter school success and failure? Florida, with the third highest number of charter schools nationally and, at the same time, the highest number of charter school closures in the United States, is a paradox. This study identifies the significant variables that are related to school survival and failure in the state of Florida over the years 2015-16 through 2015-16. Variables tested in this study, using Survival Analysis (SA), include age, management structure, size, school performance, grants, and density. All variables except density at founding were significant in explaining the unique variance in survival rates among charters. Charter schools sub-contracted by for-profit educational management organizations (EMOs) were larger, achieved higher grades, secured more grants and achieved higher survival rates than their counterpart nonprofit, independent, and charter management organization (CMO) led schools. These results contribute to our understanding of charter school survival and failure, thereby informing public policy options to strengthen the charter school population and the nation’s public education system overall. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

The face of North America's public education system is changing. Across the United States, hundreds of thousands of students have migrated away from traditional public school into charter schools. While both are considered public schools, often that is where the similarity ends. Claims and counter claims have been made about the virtues and advantages of a charter school versus the traditional public school. This study, focused on the nation's sixth-largest school system in Broward County, Florida, compares comments from stakeholders involved in charter programs to feedback from those still involved in the traditional public system. Three hypotheses are evaluated including: whether traditional schools are not adequately serving the needs of students; whether charter schools are better at serving student needs; or people believe that charter schools are doing a better job at serving the needs of students. Evidence suggests that while each model of education has its advantages and disadvantages, neither clearly provides a ""better" opportunity for students. Conclusions are that consumer perceptions are driving the shift in enrollment. This is attributed to the narrative about "choice" created by charter school advocates that aligns with American ideologies of liberty, freedom and independence. Ultimately, it is argued that the deconstruction of the traditional public education system is part of a larger effort to shift selected rights and privileges out of the public sphere and back into private control. For traditional public schools to regain momentum, they must learn to control the narrative and ultimately public policy and public opinion about our nation's public schools. / by Merrie Elyn Meyers. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

The purpose of this study was to determine if any relationship existed between the change in developmental scale scores (DSS) on the Florida Comprehensive Assessment Test (FCAT) for reading and mathematics, in selected Florida school districts among charter and non-charter public high schools, for grades 9 and 10. This study also investigated if any relationship existed in student achievement based on student demographics (gender, economically disadvantaged, primary home language (ELL) and ethnicity), and examined if there was a difference in professional demographics of faculty (advanced degrees, teachers’ average years of teaching experience, and percent of courses taught by out of field teachers gender), among charter and non-charter public high schools in the state of Florida. School data were analyzed from 234 charter and non-charter public high schools, within 15 districts across the state of Florida, for the years 2007-2009. The findings of this research suggest charter high schools in the state of Florida are not keeping the pace with their traditional public high school counterparts. Over a three year period, charter high schools had significantly lower developmental scale scores on the FCAT, in both reading and mathematics, than non-charter public high schools. The findings also suggest that student demographics, with respect to male gender, economically disadvantaged, and ELL, combined with charter school status, negatively impact student achievement as measured by DSS. The disparity noted with regard to faculty demographics between charter and non-charter public high schools, only touches on some considerable differences between the two school iv types; more information is needed on the variations so parents and students can make informed choices. For future research, replication of this study with an expanded sample size of charter schools and a longer period of time for data collection was recommended. Separate studies are recommended on the differences between charter and non-charter public schools with regard to instructional time, curriculum or grade levels offered, the differences between parent and student perceptions, and the differences between funding and principal background as it relates to student achievement.