Impact of ESSA Provisions on Authorizing

Autor/inn/en	Medler, Alex; Reddy, Vinayak
Institution	National Charter School Resource Center (NCSRC) at Safal Partners
Titel	Impact of ESSA Provisions on Authorizing
Quelle	(2018), (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Charter Schools; Educational Legislation; Federal Legislation; Educational Policy; Public Policy; Accountability; State Legislation; Public Schools; Program Implementation; Court Litigation; School District Autonomy; Case Studies; California; Florida; District of Columbia; Arizona; New York + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Bildungsrecht; Schulgesetz; Bundesrecht; Politics of education; Bildungspolitik; Öffentliche Ordnung; Verantwortung; Landesrecht; Public school; Öffentliche Schule; Rechtsstreit; School district; School districts; Autonomy; School autonomy; Schulautonomie; Case study; Fallstudie; Case Study; Kalifornien
Abstract	Charter schools face high-stakes accountability. When charter schools fail to perform as expected, including as measured on state tests, authorizers are often expected to close them. While the details of charter school oversight are shaped by each state's charter school policy, federal law influences how states test children and evaluate all public schools, including charter schools. Most charter school authorizers place considerable weight on data drawn from their state accountability system when evaluating charter schools. This means that federal policy influences state accountability systems for all public schools, which then affect charter school accountability. This paper explores the possible impact of new federal and state policies on the charter school sector. The first section of this paper analyzes policy and authorizer practice to describe how federal policy affects state accountability systems and how charter school authorizers use data from state accountability systems to evaluate charter schools. This first section explores potential challenges that could arise for authorizers making make high-stakes decisions about charter schools if federal and state policy is not aligned or designed to accommodate charter school accountability. This includes a discussion of how charter policies and state incentives are expected to work; the impact of incentives affecting states applying for Charter Schools Program (CSP) funding that may undermine charter accountability; and a series of technical issues that are affected by evolving state testing systems. The section closes with potential challenges that may arise. The second section of this paper is based on six case studies of state-level implementation: (1) Florida; (2) California; (3) Arizona; (4) Washington, D.C.; and (5) New York. In a series of interviews, people discussed a variety of challenges and opportunities presented by the Elementary and Secondary Education Act (ESEA) in their state. Interviews explored problems that arose and how they were addressed. Charter stakeholders also discussed potential promising practices to leverage the opportunities presented in the implementation of ESSA. These cases are organized based on the states' authorizing structure, which appears to be linked to people's attitudes about ESSA implementation and charter school accountability. Finally, section three presents a series of observations based on these case studies as well as recommendations for ED and state leaders. Based on this analysis and on requests from diverse stakeholders in the field, this report concludes with two sets of recommendations. The first address the need for tools and materials that help authorizers navigate these issues. The second involves requests for guidance from both ED and states. (ERIC).
Anmerkungen	National Charter School Resource Center. Available from: Safal Partners. 2900 Wilcrest Suite 416, Houston, TX 77042. Tel: 713-955-2727; Fax: 713-422-2434; Web site: http://www.charterschoolcenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01