From colonies to nation, this work identifies and emphasizes the influence of interdependent communal relationships on the ascent of the charter school movement. These ideals were made manifest in colonial social covenants that were then compromised by the conformist republican mandate of the common school. These ideals were recovered incrementally as education was affected by broader historical forces, most notably the implementation of court-sanctioned racial apartheid during the Plessy era, the reaction to the underwhelming impact of Brown, and, beginning in the 1980s, the rise of legislation that prepared the way for charter schools. Moreover, this work challenges the assumption that charter schools have proven popular with American citizens due solely to promises of superior academic results. Alternatively, this work suggests that charter schools have prospered because they have challenged the state monopoly in K-12 education, and have thus returned balance to the dynamic between the individual and the state. Finally, this work troubles the idea that charter schools are balkanizing American education, suggesting that the right of citizens to form charter schools, in an effort to sustain unique communities, justifies and is in fact endorsed by the American metanarrative. Research on American charter schools lacks a coherent historical framework. This work provides the charter school movement with an historical narrative that argues for the movement’s legitimacy based on its consistency with the American Republic’s founding philosophy. / Graduate / 0323 / 0337 / 0520 / smg32@duke.edu

Thesis (Ph. D.)--University of California, San Diego, 2007. / Title from first page of PDF file (viewed January 14, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 110).

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 176 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ed. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 202-209).

Thesis (Ph. D.)--University of California, Riverside, 2009. / Includes abstract. Includes bibliographical references (leaves 149-156). Issued in print and online. Available via ProQuest Digital Dissertations.

Thesis (Ph. D.)--University of California, Riverside, 2009. / Includes abstract. Includes bibliographical references (leaves 156-175). Issued in print and online. Available via ProQuest Digital Dissertations.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2007. / Title from second page of PDF document. Includes bibliographical references (p. 97-100).

abstract: This Qualitative Grounded Theory study is based upon interviews with charter school administrators, teachers and Hispanic parents to gather their perspectives on what practices encourage and elevate the participation of Hispanic parents in schools. There were three Guiding Questions utilized: 1) What culturally compatible methods are utilized in order to attract Hispanic parents to choose the particular charter school? 2) What culturally compatible methods does the charter school administration utilize to encourage Hispanic parental involvement in their child's education? 3) What are the benefits of greater Hispanic parent participation for children at these charter schools. Hypotheses were generated from the interviews base upon literature review. For Guiding Queston #1 there were five hypotheses based on a. Personal Interactions/Relationships, b. Environment, c. Language accommodations, d. Communication, e. Family Services. For Guiding Question #2, there were two hypotheses based on: a. Staff experience with Hispanic community and b. Leadership building. For Guiding Question #3, there were three hypotheses based on a. Home/School Partnerships, b. Academics, and c. Physical Presence. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2011