Knowledge Core Keyword: Policy

Viewpoint: Charter 2.0 — Charter Schools and Public Education in Colorado

This paper examines the various policy and implementation levers available to inject affirmative solutions into the charter school landscape, along with some important guiding principles that serve as a backdrop to the development of policy and programs.

Charter 2.0 is a combination of public policy and private-sector support, all designed to incorporate into our system the various lessons learned during the past 17 years. The basic formula is as follows:

1. Ensure a pervasive background of nationally recognized industry standards applicable to charter schools and charter authorizers
2. Ensure the responsibility for implementation and enforcement of these standards is placed firmly in the hands of the party best suited for the role and
3. Ensure all the parties involved have the right support

Topics of interest include: law and policy, authorizing standards

The State of Charter School Authorizing: A Report on NACSA’s Authorizer Survey – 2011 Edition

NACSA seeks to document and analyze the progression of charter school authorizing practices through its annual authorizer survey. Each year, the organization documents its findings in The State of Charter School Authorizing. Now in its fourth edition, the report highlights trends in authorizing and the use of NACSA’s Principles & Standards for Quality Charter School Authorizing to affect the education of thousands of charter school students. This annual report provides an overview of the policies, practices, and characteristics of the nation’s largest charter school authorizers, as well as a sampling of smaller authorizing entities. It also builds upon the data presented in previous reports on NACSA’s authorizer survey.

The State of Charter School Authorizing: A Report on NACSA’s Authorizer Survey – 2013 Edition

NACSA seeks to document and analyze the progression of charter school authorizing practices through its annual authorizer survey. Each year, the organization documents its findings in The State of Charter School Authorizing. Now in its sixth edition, the report highlights trends in authorizing and the use of NACSA’s Principles & Standards for Quality Charter School Authorizing to affect the education of thousands of charter school students. This annual report provides an overview of the policies, practices, and characteristics of the nation’s largest charter school authorizers, as well as a sampling of smaller authorizing entities. It also builds upon the data presented in previous reports on NACSA’s authorizer survey.

The State of Charter School Authorizing: A Report on NACSA’s Authorizer Survey – 2012 Edition

NACSA seeks to document and analyze the progression of charter school authorizing practices through its annual authorizer survey. Each year, the organization documents its findings in The State of Charter School Authorizing. Now in its fifth edition, the report highlights trends in authorizing and the use of NACSA’s Principles & Standards for Quality Charter School Authorizing to affect the education of thousands of charter school students. This annual report provides an overview of the policies, practices, and characteristics of the nation’s largest charter school authorizers, as well as a sampling of smaller authorizing entities. It also builds upon the data presented in previous reports on NACSA’s authorizer survey.

Authorizers, Charter Schools and AYP Accountability

This NCLB Policy Brief examines authorizer obligations in NCLB implementation. Those new to the authorizing role will gain understanding of how “typical” authorizing responsibilities intersect with NCLB accountability. Furthermore, experienced authorizers can use this Brief to spot-check whether their practices are in fact fulfilling the various NCLB-related obligations for which they are responsible.

Topics of interest include: accountability, law and policy

Alignment for Change in Hawaii

This case study is one in a series that explores local progress on charter school authorizing in various corners of our country. We’ll dig into what was needed, how it happened, and why it matters to the ultimate quest we all share: creating and sustaining great public schools for all U.S. children.

The series starts in our nation’s most far-flung locale: Hawaii.

Action Plan for Closure: Core Closure Protocol and Guidance

If you attended the 2012 NACSA Leadership Conference, you probably heard reference to NACSA’s Accountability in Action: A Comprehensive Guide to Charter School Closure. This resource is designed to assist the staff and board members of authorizing agencies as they address the wide array of challenges involved in any closure decision. Now NACSA has made it even easier to use this resource by converting the publication’s Action Plan for Closure into a new format allowing authorizers to customize their own plan, track its status, and make notes to help guide their closure process.

Viewpoint: Chartering Pre-K: How Natural Synergies Between the Charter and Pre-K Movements Can Improve Public Education

Both the charter school and universal pre-K movements have grown substantially during the past 10 years. Nearly 5,000 charter schools now exist in 40 states and the District of Columbia, serving some 1.6 million students—up from 2,300 schools serving 580,000 students only a decade ago. The growth in state pre-kindergarten enrollments has paralleled the growth of charter schools. From 2001–2009, the number of children enrolled in state pre-K programs rose from 700,000 to more than 1.2 million, and state spending on pre-kindergarten more than doubled, from $2.4 billion to $5 billion.

Navigating Special Education in Charter Schools Part II: The Authorizers’ Role in Ensuring Quality Special Education Programs

What ought authorizers do to ensure that the charter schools they approve provide a quality education to students with disabilities who enroll in their school? That is the question many authorizers wrestle …