Governance and Administrative Infrastructure in New York City Charter Schools. Going Charter Year Three Findings. Charter School Research Project.

Autor/inn/en	Ascher, Carol; Echazarreta, Juan; Jacobowitz, Robin; McBride, Yolanda; Troy, Tammi
Institution	New York Univ., NY. Inst. for Education and Social Policy.
Titel	Governance and Administrative Infrastructure in New York City Charter Schools. Going Charter Year Three Findings. Charter School Research Project.
Quelle	(2003), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Charter Schools; Educational Administration; Educational Finance; Elementary Secondary Education; Governance; Nontraditional Education; Parent Participation; Partnerships in Education; Teacher Employment; Teacher Salaries; Urban Schools + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsfonds; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Non-traditional education; Alternative Erziehung; Elternmitwirkung; Hochschulpartnerschaft; Lehrerbesoldung; Lehrervergütung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	In this final report of a 3-year evaluation, researchers explored the developing infrastructure in New York City charter schools and identified areas in which school stakeholders--private partners, boards of trustees, school leaders, parents, and teachers--needed support to help charter schools succeed. The study was based on monthly visits to eight charter schools in metropolitan New York City. Of the eight schools, two have for-profit institutional partners and four have nonprofit institutional partners; two are not partnered. Six were start-up charter schools and two were traditional schools that converted to charter status. In the schools that had partners, these partners provided many of the supports offered by school districts to traditional public schools. The schools with nonprofit partners did not have formal agreements in the first year, but in the second year, two partners began to itemize services they provided within the school budget. The charter schools that were startup schools were entitled to waive collective bargaining agreements, but the charter schools had to create their own policies to clarify and normalize teachers working conditions. Operators of charter schools also had to make important financing and management decisions within the pressures of a 5-year performance-based charter. It was essential that school stakeholders have the knowledge and supports to make informed decisions on behalf of their schools. The range of capacity in these sample charter schools suggests that institutional partners, boards of trustees, and charter school leaders need technical assistance in developing the governance and administrative infrastructure associated with new school development and organizational change. (Contains 15 references.) (SLD)
Anmerkungen	New York University, Institute for Education and Social Policy, 726 Broadway, 5th Floor, New York, NY 10003, Tel:212-998-5880; Fax: 212- 9954564; Web site: http://www.nyu.edu/iesp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC