Charter Authorizing, Applications, and the Needs of Historically Marginalized Students: A Cross State Analysis

Katrina Bulkley, Amanda Lu, Kate Meza Fernandez, Alica Gerry

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Charter school authorizers shape which charter schools open, where they open, and who they serve. We draw on principal agent theory to investigate how the priorities and practices of nine authorizers intersected with charter school applications’ attention to the needs of historically marginalized students. Using data from interviews and applications, we find authorizers vary in orientations toward equity and the ways in which they signal that orientation to charter applicants. Our analysis suggests a robust relationship between authorizer mission and the content found in charter applications, demonstrating the influence of authorizing practices on the contents of charter school applications.

Original languageEnglish
JournalEducational Policy
DOIs
StateAccepted/In press - 2023

Keywords

  • charter schools
  • educational equity
  • governance

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