This Article Full Text (PDF) All Versions of this Article: 0895904806289189v1 0895904806289189v2 21/3/503    most recent References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in Web of Science Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Finnigan, K. S. Search for Related Content Social Bookmarking                         What's this?

Charter School Autonomy

The Mismatch Between Theory and Practice

University of Rochester

In theory, the charter school concept is based on a trade-off or exchange: greater autonomy for increased accountability. Although charter schools have been operating for more than 10 years, little is known about charter school autonomy in practice. This mixed-methods study used survey and case study data to examine the degree of autonomy of charter schools across the country and the factors limiting school autonomy. The findings indicate that many charter schools do not have high levels of autonomy, with schools least likely to have control over budgetary decisions. In addition, school autonomy is influenced by state laws, relationships with authorizers, and partnerships with educational management organizations and community-based organizations. Finally, the levels of autonomy in some schools were dynamic, with schools experiencing less autonomy over time.

Key Words: charter schools • educational policy • autonomy

This version was published on July 1, 2007

Educational Policy, Vol. 21, No. 3, 503-526 (2007)
DOI: 10.1177/0895904806289189


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?