Bridging the Charter School Accountability Divide

Defining a Role for Nonprofit Charter School Boards

Datos Bibliográficos

ID9728870
AutoresMichael R Ford (0000-0002-4526-8970, University of Wisconsin–Oshkosh, WI, USA, autor de correspondencia), Douglas M Ihrke (University of Wisconsin–Milwaukee, WI, USA)
Año2019
Volumen51
Número5
Páginas640-658
Fecha de publicación2019-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124517747365
OpenAlexW2780847269
IdiomaEN
Citas recibidas2
Referencias citadas32

In this article, we use originally collected survey data to determine how nonprofit charter school board members in the states of Wisconsin, Michigan, and Minnesota define accountability. We find that charter board members generally define accountability downward toward student achievement and staff performance, inward toward board performance, or upward toward authorizer compliance. We use the results of the survey to make a series of public policy recommendations to help charter school boards look outward in their accountability orientation as a means of addressing the calls for increased public accountability for the charter school sector. The results add practical value to policy discussions regarding charter school accountability and theoretical value to scholars studying public and nonprofit governance reforms

Accountability · Business · Charter · Charter school · Corporate governance · Political science · Public relations · Law · Nonprofit Sector and Volunteering · Public Administration · Public Policy and Administration Research