Accountability and Performance in Charter Schools in Florida: A Theory-Based Evaluation

Abstract

This paper utilizes the framework of program theory evaluation to assess the operation of charter schools in Florida in the 1999-2000 school year. Charter school theory is modeled and a series of hypotheses are developed about the linkages expected to produce the primary program outcomes, improved student academic performance and change in the operations of regular public schools. The hypotheses are evaluated with quantitative and qualitative data. The analysis raises questions about the theory. Student performance in charter schools is not better than in regular public schools and, as might be expected, regular schools have not changed their behavior in response to their challenge. The outcome is attributed primarily to shortcomings in establishing accountability for the actions of charter schools.