Abstract
The lack of quality education many charter schools offer disproportionately and adversely impacts communities of color. This article considered two models of charter school governance in use by California and Ohio. The first model posits that a fundamental tenet of charter schools is freedom from the burdensome bureaucracy traditional public schools bear. Based on the argument that deregulation enables charter schools to employ more innovative instructional and management practices, it assumes higher achievement scores would follow. The second model proposes to address educational inequality by increasing accountability on charter school authorizers by increasing regulatory practices. These models example the variety of governance models extant. In addition, arguments supporting each model are presented. The authors conclude with a discussion that supports the position that while autonomy is essential to maintaining the original objectives of charter schools, states must hold authorizers accountable for student achievement.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Transformative Leadership & Policy Studies
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
