Accountability and Performance in Charter Schools in Florida

A Theory-Based Evaluation

Dados Bibliográficos

ID12470933
AutoresRobert E Crew (160 Bellamy Hall, Florida State University, Tallahassee, FL 32306-2160, USA, autor correspondente), Mary R Anderson (0000-0002-4140-2626)
Ano2003
Volume24
Fascículo2
Páginas189-212
Data de publicação2003-06-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoAmerican Journal of Evaluation (JOURNAL)
Identificadores do periódicoISSN: 1098-2140 • E-ISSN: 1557-0878
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.1177/109821400302400204
OpenAlexW4255890596
IdiomaEN
Citações recebidas9
Referências citadas13

This paper utilizes the framework of program theory evaluation to assess the operation of charter schools in Florida in the 1999-2000 school year. Charter school theory is modeled and a series of hypotheses are developed about the linkages expected to produce the primary program outcomes, improved student academic performance and change in the operations of regular public schools. The hypotheses are evaluated with quantitative and qualitative data. The analysis raises questions about the theory. Student performance in charter schools is not better than in regular public schools and, as might be expected, regular schools have not changed their behavior in response to their challenge. The outcome is attributed primarily to shortcomings in establishing accountability for the actions of charter schools

Accountability · Charter · Charter school · Economics · Mathematics education · Outcome (game theory · Political science · Program evaluation · Public relations · Qualitative research · Social science · Sociology · Educational Assessment and Improvement · Evaluation and Performance Assessment · Law · Psychology · Public Administration · School Choice and Performance