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As an alternative model of public education, charter schools were characterized as innovative, non-sectarian schools with fewer bureaucratic regulations than traditional schools, more freedom to implement educational reform, and accountable for results. The purpose of this policy research was to investigate charter school granting criteria, monitoring procedures, and renewal processes in states with operational charter schools to determine the extent to which renewal relates to established criteria. A secondary purpose was to synthesize and assimilate renewal research to assist in the development of an evaluative schema applicable to Florida's charter schools. This study investigated charter school renewal and non-renewal criteria found in legislation from 33 states with operational charter schools in the fall of 2000. Current practices used by sponsors in states without specific criteria in legislation and current practices used by sponsoring school districts in Florida were investigated. Legislation from 33 states was analyzed with attention to renewal and non-renewal criteria, the agency responsible for renewal, and the duration of charter and renewal terms. Personal communication with charter contacts verified renewal information. Content analysis was used to review non-renewal criteria in legislation. A literature review of charter school legislation, program evaluation, litigation related to charter schools, and an historical overview of charter schools was included. Data revealed no consistent criteria for charter renewal in practice throughout the nation. The majority of states identified the sponsoring agency as the renewal authority. Renewal criteria were directed toward a process or procedure rather than measurable standards. Renewal decisions were closely linked to the initial terms and conditions of the charter. Non-renewal criteria focused on standards requiring documentation or measurement. Commonalties were found between non-renewal criteria and criteria for revocation. Sponsors used on-going monitoring of the school's performance and operations to support renewal decisions. An evaluative schema could be developed for Florida districts to support statutory requirements for renewal if warranted. Recommendations for further study included: examination of experiences from states with a renewal protocol, analysis of reasons why schools were non-renewed, follow-up studies to review changes in states' guidelines, sponsor procedures, and program reviews in Florida districts.

The primary questions addressed in this dissertation are whether race-based admissions policies in charter schools are constitutionally permissible, and if not, how could an admissions policy be designed so that it would promote school diversity without violating the law? These questions are important because there are significant numbers of philosophers and scholars who hypothesize that student body diversity not only enhances educational outcomes but also is a necessary component of civic education in a liberal democracy. The researcher takes no particular stance on the benefits of educational diversity, focusing instead on the constitutional questions raised by the use of race-sensitive policies in the interest of diversity. The primary methodology used throughout is legal research, though the literature review includes references to political philosophers and social scientists as well as primary legal sources. Chapter I outlines the most frequent arguments made in favor of school diversity and suggests that the judicial philosophy expressed by the Supreme Court over the last twenty-five years has moved away from the philosophy expressed in Brown v. Board. In Chapter II, Supreme Court precedent on affirmative action policies is analyzed, focusing mainly on the decision of the divided Court in University of California Board of Regents v. Bakke. Chapter III provides a detailed analysis of how six different Federal Circuit Courts interpreted Bakke, highlighting numerous recurring judicial themes and concerns. In Chapter IV, existing charter school laws are examined state by state. Chapter V suggests several policy options for those interested in promoting a diverse charter school student body.

The purpose of this study was to examine a school district's responses to charter schools operating within its boundaries. The selected district was the only one in the state with two large academically competitive charter schools for at least two years. Four questions guided the research: In terms of instruction, finance, communication, and leadership, how has the traditional district been impacted due to charter school existence? The exploratory research was timely since charter schools are proliferating as tax-supported public choice schools. While many have speculated about free-market effects of charter school competition on systemic educational reform, the debate has been chiefly along ideological lines; therefore, little empirical research addresses this issue. Quantitative and qualitative methodologies were used to present a comprehensive case study. Twenty-six school officials and teachers were interviewed; 159 teachers and 1576 parents were surveyed. District, community, and state education department documents were analyzed. Since charter schools have existed in the district, numerous activities have taken place. Instructional initiatives included a high school academy, expanded technology, gifted and talented, tutoring, and dropout prevention. All elementary and middle schools required uniforms. The district's state accountability rating improved from acceptable to recognized. A leadership void was perceived due to students leaving to attend charter schools initially. The district was perceived as making efforts to improve communication with the community. The financial impact of charter schools was neutralized due to the district's student population increase, property wealth, and state charter funding structure. The data supported all of the hypotheses in terms of the impact of charter schools in the district on these activities: free-market effects of charter school competition were not established as the primary reason for internal organizational changes that occurred in the district. Anecdotal evidence suggested that charter schools may have played some role, but primarily they seemed to reinforce trends already occurring in the district.

The purpose of the study was to examine the effects of charter schools on African-American students, this study sought to determine if the practice of connectedness, alignment, rigor, and engagement (C.A.R.E.) influenced academic outcomes. The research methodology employed a meta-analysis in conjunction with a systematic review as a cross-reference and to address variables not covered in the meta-analysis. Utilizing a meta-analysis allowed for a synthesis of the existing quantitative published data to consolidate the results. This produced a specific report of achievement data for African-American students. The results revealed that regardless of region, subject, type of assessment, or school focus charter school do positively influence African-American students' academic outcomes. This study also found the practices connectedness, alignment, rigor, and engagement, the C.A.R.E. model when employed in schools improve academic outcomes, especially when combined and implemented with best practices.