Over the last two decades, the charter school movement has arguably become the most widespread school reform in the United States. Charter schools differ tremendously in terms of where and when they form and the entities and organizations responsible for operating them. This dissertation investigates charter school formation using data from Florida and advances a charter school formation theory. This theory is tested to systematically assess what factors correlate with new charter school adoption and whether charter schools are market-based or nonmarket-based. The analysis addresses changes in state charter school legislation; educational performance of the traditional public schools; community political, demographic, and economic characteristics; the structure of local school boards and their relationship with charter school formations in Florida; and the extent to which charter schools take market or nonmarket form. The study finds that there has been a shift from primarily nonmarket-based charter schools to market-based charter schools in the 18 years since the authorization of the first charter school in the state. Further, expansion in support for fixed capital outlay provided by the state influences market-based charter school formations. I find little evidence that charter schools formed as a result of the poor performance of the existing traditional public schools in a district. Market-based charter schools were also found to be more likely than nonmarket schools to form in counties with higher percentages of students enrolled in private schools. The analysis also produces evidence that school districts with appointed school superintendents have a higher frequency of charter school formations. Further, school districts with smaller school boards are less likely to have market-based charter school formations perhaps suggesting that neighborhood groups have less access and less influence in communities with smaller boards. This study contributes to our knowledge of charters schools and education policy and also has practical implications for the state policymakers, school governing bodies, and the various charter school actors. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2015. / March 30, 2015. / Charter Schools, Education Management Organizations, Market-Based Schools, School Choice, School Districts / Includes bibliographical references. / Carolyn Herrington, Professor Directing Dissertation; Koji Ueno, University Representative; Stacey Rutledge, Committee Member; Laura Lang, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_252952 |
| Contributors | Feiock, Ruth S. (authoraut), Herrington, Carolyn D. (professor directing dissertation), Ueno, Koji (university representative), Rutledge, Stacey A. (committee member), Lang, Laura B. (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Leadership and Policy Studies (degree granting department) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (121 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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