Accountability and Performance in Charter Schools in Florida
A Theory-Based Evaluation
Bibliographic Data
| ID | 12470933 |
|---|---|
| Authors | Robert E Crew (160 Bellamy Hall, Florida State University, Tallahassee, FL 32306-2160, USA, corresponding author), Mary R Anderson (0000-0002-4140-2626) |
| Year | 2003 |
| Volume | 24 |
| Issue | 2 |
| Pages | 189-212 |
| Publication date | 2003-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Journal of Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 1098-2140 • E-ISSN: 1557-0878 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/109821400302400204 |
| OpenAlex | W4255890596 |
| Language | EN |
| Citations received | 9 |
| References cited | 13 |
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
Evaluation of educational administration
Multidimensional Implementation Evaluation of a Residential Treatment Program for Adolescent Substance Abuse
Program Clarification
A Systematic Review of Theory-Driven Evaluation Practice From 1990 to 2009
The Development and Use of a Theory of Change to Align Programs and Evaluation in a Complex, National Initiative
District Segregation, Race Legislation, and Black Enrollment in Charter Schools
A Bargain Half Fulfilled
What Drives Charter School Diffusion at the Local Level
School Choice, Charter Schools, and White Flight
Choosing Schools
How Can Theory-Based Evaluation Make Greater Headway?
The Instructional Management Role of the Principal
Toward a Conceptual Framework for Mixed-Method Evaluation Designs
Integrating a Comparison Group Design into a Theory of Change Evaluation
Does choice lead to racially distinctive schools? Charter schools and household preferences
Comer's School Development Program in Prince George's County, Maryland
Comer's School Development Program in Chicago
Taking Temporality Seriously
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,43 |
| Citation span | 2005 - 2018 (14) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 9 |