000			03565nam a22004573i 4500
001			EBC3004349
003			MiAaPQ
005			20240729123939.0
006			m o d |
007			cr cnu||||||||
008			240724s2002 xx o ||||0 eng d
020			_a9780815798583 _q(electronic bk.)
020			_z9780815702665
035			_a(MiAaPQ)EBC3004349
035			_a(Au-PeEL)EBL3004349
035			_a(CaPaEBR)ebr10026281
035			_a(OCoLC)53482633
040			_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ
050		4	_aLB2806.36.H54 2002
082	0		_a371.01
100	1		_aHill, Paul T.
245	1	0	_aCharter Schools and Accountability in Public Education.
250			_a1st ed.
264		1	_aBlue Ridge Summit : _bBrookings Institution Press, _c2002.
264		4	_c©2002.
300			_a1 online resource (141 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
505	0		_aFront Cover -- Title Page -- Copyright Information -- Foreword -- Table of Contents -- Charter Schools and Accountability -- Charter Laws and Politics -- Internal Accountability -- Authorizing Agencies -- Accountability to Others -- Recommendations -- Learning from Charter School Accountability -- Notes -- Index -- Back Cover.
520			_aCharter schools are among the most debated and least understood phenomena in American education today. At the heart of these matters is a contested question of accountability. To survive, charter schools must make and keep promises about what students will experience and learn under their purview. However, unlike public schools, charter schools do not rely exclusively on their relationship with school districts. They must also look to parents, teachers, and donors to cooperatively establish expectations of a particular school and its mission. Aimed toward elected officials, school reform activists, and educators, this book is the result of the first national-scale study of charter school accountability. The authors researched one hundred-fifty schools and sixty authorizing agencies in Arizona, California, Colorado, Georgia, Massachusetts, and Michigan. These states contain the majority of charter schools that have been operating for three years or more and represent the major differences in state charter school legislation. The authors include interviews from a range of participants in the field©¡from state legislators and administrators to principals, teachers, and parents. In assessing the structure of accountability as it works internally to bolster external confidence, Hill and Lake suggest the struggle of charter schools actually complements those of standards based reform. Both seek to transform public education to make schools responsible for performance, not compliance.
588			_aDescription based on publisher supplied metadata and other sources.
590			_aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
650		0	_aEducation -- Standards -- United States.
655		4	_aElectronic books.
700	1		_aLake, Robin J.
700	1		_aCelio, Mary Beth.
776	0	8	_iPrint version: _aHill, Paul T. _tCharter Schools and Accountability in Public Education _dBlue Ridge Summit : Brookings Institution Press,c2002 _z9780815702665
797	2		_aProQuest (Firm)
856	4	0	_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=3004349 _zClick to View
999			_c56937 _d56937