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 purpose of the study was to investigate stakeholders' opinions concerning campus laboratory school program quality in three areas: (1) quality of teacher education, (2) research, and (3) childcare. There were 653 participants in the study: 246 parents whose children were enrolled in laboratory schools, 200 pre-service students who were taking early childhood or child development classes, and 207 faculty who were associated with campus laboratory schools. The study participants came from 122 campus children centers in the United States. These campus centers were members of either the National Coalition for Campus Children's Centers (NCCCC) or the National Organization of Laboratory Schools (NOLS). The first three research questions investigated whether parents, students, and faculty were satisfied with program quality. A one-way analysis of variance indicated a statistically significant mean difference between the three groups. The parents had a higher mean level of program quality satisfaction than students and faculty. The last three research questions investigated whether parents, students, and faculty supported the ongoing existence of campus laboratory school programs. Opinions were scaled from 1=not ever to 5=definitely. The overall mean ratings for Parents (4.54), students (4.18), and faculty (4.07) indicated that they supported the ongoing existence of campus laboratory programs. Future research should investigate cross-cultural issues related to campus laboratory school programs. It would also be important to study the effectiveness of Pell Grants that could provide funding of campus laboratory schools for a diverse group of children. A study could also be conducted that would explore differences in campus laboratory school programs and determine whether they respond differently to childcare demands.

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Typical public secondary school students seem unable to compete with distinguished public and elite private secondary school students when seeking admission to highly selective colleges. This study has identified the characteristics that distinguish college guidance and school-wide programs at public secondary schools perceived to be the strongest (distinguished) from other public secondary schools. School boards, public secondary school counselors, school administrators, and the communities they serve now have college guidance programs they can emulate to better prepare students for admission to highly selective colleges. / Ph. D.