##### Evaluation of the Public Charter Schools Program: Year One Evaluation Report 

##### APPENDICES

##### ![](media/image1.wmf)

#####   {#section-1 .unnumbered}

##### APPENDICES

##### TABLE OF CONTENTS

CHAPTER 1 APPENDICES 73

> Appendix A: OVERVIEW OF STATE CHARTER SCHOOL ACTIVITY 75
>
> Exhibit A-1: Overview of State Charter School Activity 76
>
> Appendix B: FUTURE DATA COLLECTION AND ANALYSIS 79
>
> Exhibit B-1: Remaining Data Collection Activities 79
>
> Exhibit B-2: Mapping Research Questions to Report 82

CHAPTER 2 APPENDICES 85

> Appendix C: PCSP FUNDING AND FUNDING AVAILABLE FOR CHARTER SCHOOLS 87
>
> Exhibit C-1: Total PCSP Funding/Total Funding Available for Charter
> Schools by Year\
> and By State 88
>
> Appendix D: USES OF STATE SET-ASIDE 91
>
> Exhibit D-1: Uses of 5% State Set-Aside, by State (1998-1999) 92
>
> Appendix E: PCSP FUNDS RECEIVED BY CHARTER SCHOOL AUTHORIZERS 93
>
> Exhibit E-1: PCSP Funds Received by Charter School Authorizers 93
>
> Appendix F: HOW SUBGRANTS ARE AWARDED 95
>
> Exhibit F-1: How Subgrants are Awarded 95
>
> Appendix G: FACTORS GIVEN PRIORITY IN THE PCSP SUBGRANTING PROCESS 97
>
> Exhibit G-1: Factors Given Priority in the PCSP Subgranting Process 97
>
> Appendix H: CRITERIA FOR FUNDING DECISIONS 99
>
> Exhibit H-1: Criteria for Funding Decisions 99
>
> Appendix I: RECIPIENTS OF PCSP SUBGRANTS 101
>
> Exhibit I-1: Recipients of PCSP Subgrants 101
>
> Appendix J: PCSP-SUPPORTED RESEARCH, DEMONSTRATION, AND EVALUATION\
> ACTIVITIES 103
>
> Exhibit J-1: PCSP-Supported Research, Demonstration, and Evaluation
> Activities 103
>
> Appendix K: NEED FOR TECHNICAL ASSISTANCE IN PREPARING APPLICATIONS
> AND REPORTS 105
>
> Exhibit K-1: Need for Technical Assistance in Preparing Applications
> and Reports 105

CHAPTER 3 APPENDICES 107

> Appendix L: COMPLEXITY IN CHARTERING AUTHORITY 109
>
> Exhibit L-1: Local, State, Multiple Independent and Interdependent
> Entities, by State 111
>
> Appendix M: STATE LEGISLATIVE CAPS AND NUMBERS OF CHARTER SCHOOLS 113
>
> Exhibit M-1: Types of Caps Across States 114

CHAPTER 4 APPENDICES 115

> Appendix N: RELATIONSHIP BETWEEN THE AGE OF STATE LEGISLATION AND
> CHARTER SCHOOL AUTHORIZER VARIABLES 117
>
> Exhibit N-1: Age of Charter Legislation 117
>
> Exhibit N-2: Relationship Between Age of Charter Legislation and
> Charter School Authorizer Variables 118
>
> Exhibit N-3: Relationship Between Types of Charter School Authorizer
> Allowed and Other\
> Charter School Authorizer Variables 119

##### APPENDICES

##### TABLE OF CONTENTS (concluded)

> Appendix O: ROLES AND RESPONSIBILITIES OF CHARTER SCHOOL AUTHORIZERS,\
> AS REPORTED BY STATES 121
>
> Exhibit O-1: Roles and Responsibilities of Charter School Authorizers,
> as Reported by States 122
>
> Appendix P: STATE INFRASTRUCTURE FOR SUPPORTING CHARTER SCHOOLS 123

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### **CHAPTER 1 APPENDICES**

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# Appendix A

# OVERVIEW OF STATE CHARTER SCHOOL ACTIVITY

-   In Exhibit A-1, an overview of selected characteristics of each
    state with charter school legislation is presented. It includes the
    year when each state's first charter law was passed, the number of
    charters granted in each state as of September 30, 1999, and the
    number of schools opened as of that date. The total number of
    charter schools opened as of September 30, 1999, was 1,692 (see
    Exhibit 1-3 in the introduction). Exhibit A-1 also summarizes the
    types of entity permitted to award charters, the types of charter
    school permitted (e.g., newly created, public conversion), and the
    number of charters granted by type of school. The last column of the
    exhibit displays the years the state has received PCSP grants from
    the U.S. Department of Education.

-   In addition to growing rapidly, the charter school movement takes
    different forms in different states. There is also variation within
    states. Exhibit A-1 reflects some of this variation, especially in
    the footnotes. For example, the number of charters granted
    frequently reflects charters that have been revoked or altered in
    some other way. If a state has not received a PCSP grant (e.g.,
    Mississippi), that fact is indicated in the PCSP column. Some of the
    information in this exhibit is discussed and analyzed in more detail
    in other sections of the report (the PCSP, for example, and the
    types of agencies that grant charters).

Exhibit A-1

OVERVIEW OF STATE CHARTER SCHOOL ACTIVITY

+---------+-----+---------+----------+----------+-------------+------+
| **      | **  | **C     | *        | **       | **Types of  | **Y  |
| State** | Law | harters | *Charter | Category | Charter     | ears |
|         | Pa  | Granted | Schools  | of       | School      | of   |
|         | sse | in      | Opened   | Entity   | Permitted/  | PCSP |
|         | d** | State** | in\      | Eligible | Number of   | F    |
|         |     |         | State\   | to Award | Charters    | undi |
|         |     | **(as   | (as of   | Chart    | Granted, by | ng** |
|         |     | of      | 9/       | ers^1^** | Type**      |      |
|         |     | 9/3     | 30/99)** |          |             |      |
|         |     | 0/99)** |          |          |             |      |
+---------+-----+---------+----------+----------+-------------+------+
| Alaska  | 1   | 20^2^   | 18       | Multiple | Newly       | 1    |
|         | 995 |         |          | entities | created     | 996- |
|         |     |         |          | with     | (19)        | 1998 |
|         |     |         |          | interde  |             |      |
|         |     |         |          | pendence | Public      | 1    |
|         |     |         |          |          | conversions | 999- |
|         |     |         |          |          | (1)^3^      | 2001 |
+---------+-----+---------+----------+----------+-------------+------+
| Arizona | 1   | 273     | 273^4^   | Multiple | Newly       | 1    |
|         | 994 |         |          | e        | created     | 995- |
|         |     |         |          | ntities, |             | 1997 |
|         |     |         |          | ind      | Public      |      |
|         |     |         |          | ependent | conversions |      |
|         |     |         |          | of each  |             |      |
|         |     |         |          | other    | Private     |      |
|         |     |         |          |          | con         |      |
|         |     |         |          |          | versions^5^ |      |
+---------+-----+---------+----------+----------+-------------+------+
| A       | 1   | 0       | 0        | Multiple | Newly       | 1    |
| rkansas | 995 |         |          | entities | created     | 999- |
|         |     |         |          | with     |             | 2001 |
|         |     |         |          | interde  | Public      |      |
|         |     |         |          | pendence | conversions |      |
+---------+-----+---------+----------+----------+-------------+------+
| Cal     | 1   | 255     | 238      | Multiple | Newly       | 1    |
| ifornia | 992 |         |          | entities | created     | 995- |
|         |     |         |          | with     | (170)       | 1997 |
|         |     |         |          | interde  |             |      |
|         |     |         |          | pendence | Public      | 1    |
|         |     |         |          |          | conversions | 998- |
|         |     |         |          |          | (85)        | 2000 |
+---------+-----+---------+----------+----------+-------------+------+
| C       | 1   | 70      | 68       | Locals   | Newly       | 1    |
| olorado | 993 |         |          |          | created     | 995- |
|         |     |         |          |          | (70)^6^     | 1997 |
|         |     |         |          |          |             |      |
|         |     |         |          |          |             | 1    |
|         |     |         |          |          |             | 998- |
|         |     |         |          |          |             | 2000 |
+---------+-----+---------+----------+----------+-------------+------+
| Conn    | 1   | 18      | 16       | Multiple | Newly       | 1    |
| ecticut | 996 |         |          | e        | created     | 996- |
|         |     |         |          | ntities, | (18)        | 1998 |
|         |     |         |          | ind      |             |      |
|         |     |         |          | ependent | Public      | 1    |
|         |     |         |          | of each  | conversions | 999- |
|         |     |         |          | other    |             | 2001 |
+---------+-----+---------+----------+----------+-------------+------+
| D       | 1   | 17      | 5        | Multiple | Newly       | 1    |
| elaware | 995 |         |          | e        | created     | 997- |
|         |     |         |          | ntities, | (17)        | 1999 |
|         |     |         |          | ind      |             |      |
|         |     |         |          | ependent | Public      |      |
|         |     |         |          | of each  | conversions |      |
|         |     |         |          | other    |             |      |
+---------+-----+---------+----------+----------+-------------+------+
| D       | 1   | 29^7^   | 27       | Multiple | Newly       | 1    |
| istrict | 996 |         |          | e        | created     | 996- |
| of      |     |         |          | ntities, | (22)        | 1998 |
| C       |     |         |          | ind      |             |      |
| olumbia |     |         |          | ependent | Public      | 1    |
|         |     |         |          | of each  | conversions | 999- |
|         |     |         |          | other    |             | 2001 |
|         |     |         |          |          | Private     |      |
|         |     |         |          |          | conversions |      |
|         |     |         |          |          | (5)         |      |
+---------+-----+---------+----------+----------+-------------+------+
| Florida | 1   | 125     | 110      | Multiple | Newly       | 1    |
|         | 996 |         |          | e        | created     | 996- |
|         |     |         |          | ntities, | (123)       | 1998 |
|         |     |         |          | ind      |             |      |
|         |     |         |          | ependent | Public      | 1    |
|         |     |         |          | of each  | conversions | 999- |
|         |     |         |          | other    | (2)^8^      | 2001 |
+---------+-----+---------+----------+----------+-------------+------+
| Georgia | 1   | 36^9^   | 32       | Multiple | Newly       | 1    |
|         | 993 |         |          | entities | created (9) | 996- |
|         |     |         |          | with     |             | 1998 |
|         |     |         |          | interde  | Public      |      |
|         |     |         |          | pendence | conversions | 1    |
|         |     |         |          |          | (27)        | 999- |
|         |     |         |          |          |             | 2001 |
+---------+-----+---------+----------+----------+-------------+------+
| Hawaii  | 1   | 2       | 2        | State    | Public      | 1    |
|         | 994 |         |          |          | conversions | 999- |
|         |     |         |          |          | (2)         | 2001 |
+---------+-----+---------+----------+----------+-------------+------+
| Idaho   | 1   | 8       | 8        | Locals   | Newly       | 1    |
|         | 998 |         |          |          | created (8) | 999- |
|         |     |         |          |          |             | 2001 |
|         |     |         |          |          | Public      |      |
|         |     |         |          |          | conversions |      |
+---------+-----+---------+----------+----------+-------------+------+
| I       | 1   | 18      | 17       | Multiple | Newly       | 1    |
| llinois | 996 |         |          | entities | created     | 996- |
|         |     |         |          | with     | (18)        | 1998 |
|         |     |         |          | interde  |             |      |
|         |     |         |          | pendence | Public      | 1    |
|         |     |         |          |          | conversions | 999- |
|         |     |         |          |          |             | 2001 |
+---------+-----+---------+----------+----------+-------------+------+
| Kansas  | 1   | 15      | 15       | Locals   | Newly       | 1    |
|         | 994 |         |          |          | created     | 996- |
|         |     |         |          |          | (10)        | 1998 |
|         |     |         |          |          |             |      |
|         |     |         |          |          | Public      |      |
|         |     |         |          |          | conversions |      |
|         |     |         |          |          | (5) ^10^    |      |
+---------+-----+---------+----------+----------+-------------+------+
| Lo      | 1   | 24      | 17       | Multiple | Newly       | 1    |
| uisiana | 995 |         |          | e        | created     | 995- |
|         |     |         |          | ntities, | (22)        | 1997 |
|         |     |         |          | ind      |             |      |
|         |     |         |          | ependent | Public      | 1    |
|         |     |         |          | of each  | conversions | 998- |
|         |     |         |          | other    | (2)         | 2000 |
+---------+-----+---------+----------+----------+-------------+------+
| Massac  | 1   | 43      | 39       | Multiple | Newly       | 1    |
| husetts | 993 |         |          | entities | created     | 995- |
|         |     |         |          | with     | (37)        | 1997 |
|         |     |         |          | interde  |             |      |
|         |     |         |          | pendence | Public      | 1    |
|         |     |         |          |          | conversions | 998- |
|         |     |         |          |          | (6)         | 2000 |
+---------+-----+---------+----------+----------+-------------+------+
| M       | 1   | 177     | 175      | Multiple | Newly       | 1    |
| ichigan | 993 |         |          | e        | created     | 995- |
|         |     |         |          | ntities, | (177)^11^   | 1997 |
|         |     |         |          | ind      |             |      |
|         |     |         |          | ependent |             | 1    |
|         |     |         |          | of each  |             | 998- |
|         |     |         |          | other    |             | 2000 |
+---------+-----+---------+----------+----------+-------------+------+
| Mi      | 1   | 61      | 54       | Multiple | Newly       | 1    |
| nnesota | 991 |         |          | entities | created     | 995- |
|         |     |         |          | with     | (55)        | 1997 |
|         |     |         |          | interde  |             |      |
|         |     |         |          | pendence | Public      | 1    |
|         |     |         |          |          | conversions | 998- |
|         |     |         |          |          | (2)         | 2000 |
|         |     |         |          |          |             |      |
|         |     |         |          |          | Private     |      |
|         |     |         |          |          | conversions |      |
|         |     |         |          |          |             |      |
|         |     |         |          |          | Other (4)   |      |
+---------+-----+---------+----------+----------+-------------+------+

Exhibit A-1

OVERVIEW OF STATE CHARTER SCHOOL ACTIVITY (continued)

+---------+-----+---------+----------+----------+-------------+------+
| **      | **  | **C     | *        | **       | **Types of  | **Y  |
| State** | Law | harters | *Charter | Category | Charter     | ears |
|         | Pa  | Granted | Schools  | of       | School      | of   |
|         | sse | in      | Opened   | Entity   | Permitted/  | PCSP |
|         | d** | State** | in\      | Eligible | Number of   | F    |
|         |     |         | State\   | to Award | Charters    | undi |
|         |     | **(as   | (as of   | Chart    | Granted, by | ng** |
|         |     | of      | 9/       | ers^1^** | Type**      |      |
|         |     | 9/3     | 30/99)** |          |             |      |
|         |     | 0/99)** |          |          |             |      |
+---------+-----+---------+----------+----------+-------------+------+
| Miss    | 1   | 1       | 1        | Multiple | Public      | No   |
| issippi | 997 |         |          | entities | conversions | s    |
|         |     |         |          | with     | (1)         | tate |
|         |     |         |          | interde  |             | g    |
|         |     |         |          | pendence |             | rant |
+---------+-----+---------+----------+----------+-------------+------+
| M       | 1   | 16      | 15       | Multiple | Newly       | 1    |
| issouri | 998 |         |          | entities | created     | 998- |
|         |     |         |          | with     | (10)        | 2000 |
|         |     |         |          | interde  |             |      |
|         |     |         |          | pendence | Public      |      |
|         |     |         |          |          | conversions |      |
|         |     |         |          |          | (1)^12^     |      |
|         |     |         |          |          |             |      |
|         |     |         |          |          | Private     |      |
|         |     |         |          |          | conversions |      |
|         |     |         |          |          | (5)         |      |
+---------+-----+---------+----------+----------+-------------+------+
| Nevada  | 1   | 5       | 5        | Locals   | Newly       | No   |
|         | 997 |         |          |          | created (5) | s    |
|         |     |         |          |          |             | tate |
|         |     |         |          |          | Public      | g    |
|         |     |         |          |          | conversions | rant |
|         |     |         |          |          |             |      |
|         |     |         |          |          | Private     |      |
|         |     |         |          |          | conversions |      |
+---------+-----+---------+----------+----------+-------------+------+
| New     | 1   | 5       | 0        | State    | Newly       | No   |
| Ha      | 995 |         |          |          | created (5) | s    |
| mpshire |     |         |          |          |             | tate |
|         |     |         |          |          | Public      | g    |
|         |     |         |          |          | conversions | rant |
+---------+-----+---------+----------+----------+-------------+------+
| New     | 1   | 47      | 47       | State    | Newly       | 1    |
| Jersey  | 996 |         |          |          | created     | 996- |
|         |     |         |          |          | (47)        | 1998 |
|         |     |         |          |          |             |      |
|         |     |         |          |          | Public      | 1    |
|         |     |         |          |          | conversions | 999- |
|         |     |         |          |          |             | 2001 |
+---------+-----+---------+----------+----------+-------------+------+
| New     | 1   | 6       | 3        | Locals   | Newly       | No   |
| Mexico  | 993 |         |          |          | created (1) | s    |
|         |     |         |          |          |             | tate |
|         |     |         |          |          | Public      | g    |
|         |     |         |          |          | conversions | rant |
|         |     |         |          |          | (4)         |      |
|         |     |         |          |          |             |      |
|         |     |         |          |          | Private     |      |
|         |     |         |          |          | conversions |      |
|         |     |         |          |          | (1)         |      |
+---------+-----+---------+----------+----------+-------------+------+
| New     | 1   | 5       | 5        | Multiple | Newly       | 1    |
| York    | 998 |         |          | entities | created (3) | 999- |
|         |     |         |          | with     |             | 2001 |
|         |     |         |          | interde  | Public      |      |
|         |     |         |          | pendence | conversions |      |
|         |     |         |          |          | (2)         |      |
+---------+-----+---------+----------+----------+-------------+------+
| North   | 1   | 96      | 82       | Multiple | Newly       | 1    |
| C       | 996 |         |          | entities | created     | 996- |
| arolina |     |         |          | with     | (80)        | 1998 |
|         |     |         |          | interde  |             |      |
|         |     |         |          | pendence | Public      | 1    |
|         |     |         |          |          | conversions | 999- |
|         |     |         |          |          | (1)         | 2001 |
|         |     |         |          |          |             |      |
|         |     |         |          |          | Private     |      |
|         |     |         |          |          | conversions |      |
|         |     |         |          |          | (15)        |      |
+---------+-----+---------+----------+----------+-------------+------+
| Ohio    | 1   | 69      | 57       | Multiple | Newly       | 1    |
|         | 997 |         |          | e        | created     | 998- |
|         |     |         |          | ntities, | (68)        | 2000 |
|         |     |         |          | ind      |             |      |
|         |     |         |          | ependent | Public      |      |
|         |     |         |          | of each  | conversions |      |
|         |     |         |          | other    | (1)         |      |
+---------+-----+---------+----------+----------+-------------+------+
| O       | 1   | 0       | 0        | Locals   | Newly       | 1    |
| klahoma | 999 |         |          |          | created     | 999- |
|         |     |         |          |          |             | 2001 |
|         |     |         |          |          | Public      |      |
|         |     |         |          |          | conversions |      |
+---------+-----+---------+----------+----------+-------------+------+
| Oregon  | 1   | 0^13^   | 0        | Locals   | Newly       | 1    |
|         | 999 |         |          |          | created     | 995- |
|         |     |         |          |          |             | 1997 |
|         |     |         |          |          | Public      |      |
|         |     |         |          |          | conversions | 1    |
|         |     |         |          |          |             | 999- |
|         |     |         |          |          | Alternative | 2001 |
|         |     |         |          |          | education   |      |
|         |     |         |          |          | program     |      |
|         |     |         |          |          | conversions |      |
+---------+-----+---------+----------+----------+-------------+------+
| Penns   | 1   | 52      | 46^14^   | Locals   | Newly       | 1    |
| ylvania | 997 |         |          |          | created     | 997- |
|         |     |         |          |          | (46)        | 1999 |
|         |     |         |          |          |             |      |
|         |     |         |          |          | Public      |      |
|         |     |         |          |          | conversions |      |
|         |     |         |          |          | (0)         |      |
|         |     |         |          |          |             |      |
|         |     |         |          |          | Private     |      |
|         |     |         |          |          | conversions |      |
|         |     |         |          |          | (3)         |      |
|         |     |         |          |          |             |      |
|         |     |         |          |          | Other --    |      |
|         |     |         |          |          | preexisting |      |
|         |     |         |          |          | educational |      |
|         |     |         |          |          | or          |      |
|         |     |         |          |          | ganizations |      |
|         |     |         |          |          | (3)^15^     |      |
+---------+-----+---------+----------+----------+-------------+------+
| Puerto  | 1   | 79      | 79^16^   | Multiple | Public      | 1    |
| Rico    | 993 |         |          | e        | conversions | 996- |
|         |     |         |          | ntities, | (79)        | 1998 |
|         |     |         |          | ind      |             |      |
|         |     |         |          | ependent |             | 1    |
|         |     |         |          | of each  |             | 999- |
|         |     |         |          | other    |             | 2001 |
+---------+-----+---------+----------+----------+-------------+------+
| Rhode   | 1   | 4       | 2        | State    | Newly       | 1    |
| Island  | 995 |         |          |          | created (3) | 998- |
|         |     |         |          |          |             | 2000 |
|         |     |         |          |          | Public      |      |
|         |     |         |          |          | conversions |      |
|         |     |         |          |          | (1)         |      |
+---------+-----+---------+----------+----------+-------------+------+
| South   | 1   | 12^17^  | 9        | Locals   | Newly       | 1    |
| C       | 996 |         |          |          | created     | 997- |
| arolina |     |         |          |          | (10)        | 1999 |
|         |     |         |          |          |             |      |
|         |     |         |          |          | Public      |      |
|         |     |         |          |          | conversions |      |
|         |     |         |          |          |             |      |
|         |     |         |          |          | Other (2)   |      |
+---------+-----+---------+----------+----------+-------------+------+
| Texas   | 1   | 193^18^ | 173      | Multiple | Newly       | 1    |
|         | 996 |         |          | e        | created     | 995- |
|         |     |         |          | ntities, | (144)       | 1997 |
|         |     |         |          | ind      |             |      |
|         |     |         |          | ependent | Public      | 1    |
|         |     |         |          | of each  | conversions | 998- |
|         |     |         |          | other    | (7)         | 2000 |
|         |     |         |          |          |             |      |
|         |     |         |          |          | Private     |      |
|         |     |         |          |          | conversions |      |
|         |     |         |          |          | (42)        |      |
+---------+-----+---------+----------+----------+-------------+------+
| Utah    | 1   | 8       | 6        | State    | Newly       | 1    |
|         | 998 |         |          |          | created (6) | 999- |
|         |     |         |          |          |             | 2001 |
|         |     |         |          |          | Public      |      |
|         |     |         |          |          | conversions |      |
|         |     |         |          |          | (1)^19^     |      |
|         |     |         |          |          |             |      |
|         |     |         |          |          | Other       |      |
|         |     |         |          |          | (1)^20^     |      |
+---------+-----+---------+----------+----------+-------------+------+

Exhibit A-1

OVERVIEW OF STATE CHARTER SCHOOL ACTIVITY (concluded)

+---------+-----+---------+----------+----------+-------------+------+
| **      | **  | **C     | *        | **       | **Types of  | **Y  |
| State** | Law | harters | *Charter | Category | Charter     | ears |
|         | Pa  | Granted | Schools  | of       | School      | of   |
|         | sse | in      | Opened   | Entity   | Permitted/  | PCSP |
|         | d** | State** | in\      | Eligible | Number of   | F    |
|         |     |         | State\   | to Award | Charters    | undi |
|         |     | **(as   | (as of   | Chart    | Granted, by | ng** |
|         |     | of      | 9/       | ers^1^** | Type**      |      |
|         |     | 9/3     | 30/99)** |          |             |      |
|         |     | 0/99)** |          |          |             |      |
+---------+-----+---------+----------+----------+-------------+------+
| V       | 1   | 0       | 0        | Locals   | Newly       | 1    |
| irginia | 998 |         |          |          | created     | 999- |
|         |     |         |          |          |             | 2001 |
|         |     |         |          |          | Public      |      |
|         |     |         |          |          | conversions |      |
+---------+-----+---------+----------+----------+-------------+------+
| Wi      | 1   | 48      | 48       | Multiple | Newly       | 1    |
| sconsin | 993 |         |          | e        | created     | 996- |
|         |     |         |          | ntities, | (45)        | 1998 |
|         |     |         |          | ind      |             |      |
|         |     |         |          | ependent | Public      | 1    |
|         |     |         |          | of each  | conversions | 999- |
|         |     |         |          | other    | (3)         | 2001 |
+---------+-----+---------+----------+----------+-------------+------+
| Wyoming | 1   | 0       | 0        | Local    | Newly       | No   |
|         | 995 |         |          |          | created     | s    |
|         |     |         |          |          |             | tate |
|         |     |         |          |          | Public      | g    |
|         |     |         |          |          | conversions | rant |
+---------+-----+---------+----------+----------+-------------+------+
| ####    |     | 1,837   | 1,692    |          |             |      |
| # Total |     |         |          |          |             |      |
+---------+-----+---------+----------+----------+-------------+------+

Sources: Information in table compiled from SRI data collection and
legislative analyses; consultation with Eric Hirsch of the National
Conference of State Legislatures; the US Charter Schools Web site
(http://www.uscharterschools.org/); and the Committee for Education
Reform's Charter School Legislation: State-by-State Analyses.

Footnotes:

^1^See Appendix N for further detail on charter school authorizers.

^2^Includes one charter that never opened and one that has been closed
for lack of enrollment

^3^Types of school permitted not specified in law.

^4^Arizona reported that 334 schools were open as of 9/30/99, although
many of these are multiple school sites operating under single charters.

^5^Numbers of each type of charter school not provided by survey
respondent, as figures haven't incorporated into database.

^6^Colorado law technically has no provision for conversions, so schools
had to close and reopen as "newly created" charter schools. Two of these
were formerly public schools, and one was formerly a private school.

^7^Two of these charters were later revoked, so respondent did not
provide data on them

^8^Although no private conversions are allowed in Florida, some former
private schools have dissolved and "enrobed" as public schools.

^9^One stayed as a school but is no longer a charter. This charter
school was a public conversion.

^10^Types of school permitted not specified in law.

^11^Under Michigan law, all charter schools become "new." Twenty-three
of these charter schools in the state are former private schools that
became chartered.

^12^Law stipulates that a maximum of 5% of school buildings currently in
use may be converted (does not apply to vacant buildings or buildings
not used for instructional purposes).

^13^Twenty-two schools opened under a prior school reform law; many of
these schools received PCSP funds. Under the 1999 charter law, no
charter schools have yet been opened.

^14^One charter school in Pennsylvania closed pending a court order at
time of interview. The school in question was not counted in the number
of charter schools open, but was counted in the number of charters
granted in the state.

^15^Although the state respondent provided information on the number of
conversions from private schools and other pre-existing educational
organizations, Pennsylvania\'s charter law provides only for the
creation of new schools and public conversions.

^16^Respondent answered 81, reflecting that 2 additional schools would
be opened a week after the survey was conducted.

^17^This includes "full" charters granted, not those granted
"conditional" charters that didn't later become full charters.

^18^Estimated; SEA was not directly involved in collecting this
information.

^19^Conversion is part of an existing public school.

^20^Tribally operated alternative school.

# Appendix B

# FUTURE DATA COLLECTION AND ANALYSIS

This appendix presents information on data collection activities
scheduled for future rounds of SRI International's evaluation of the
Public Charter Schools Program. Exhibit B-1 shows the remaining data
collection activities and other sources of information for the SRI
evaluation. It also shows a basic timeline for these activities. Below
the exhibit, the remaining data sources are described in full. Sampling
for future data collection activities is described in the second
section. The appendix concludes with an table that shows where each
research question was addressed in the Year 1 report and how future data
collection activities will address them.

Exhibit B-1\
REMAINING DATA COLLECTION ACTIVITIES

+-------------+-------------+-------------+-------------+-------------+
| **Data\     | **Data      | **In 2000   | **Data      | **Data      |
| Source**    | Collection  | OMB         | Collection  | Collection  |
|             | in          | S           | in          | in          |
|             | 1999-2000** | ubmission** | 2000-2001** | 2001-2002** |
+-------------+-------------+-------------+-------------+-------------+
| Telephone   | X           | X           |             | X           |
| survey of   |             |             |             |             |
| state       |             |             |             |             |
| c           |             |             |             |             |
| oordinators |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Telephone   | X           | X           | X           | X           |
| survey of   |             |             |             |             |
| charter     |             |             |             |             |
| school      |             |             |             |             |
| authorizers |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Telephone   | X           | X           |             | X           |
| survey of   |             |             |             |             |
| non-state   |             |             |             |             |
| PCSP        |             |             |             |             |
| grantees    |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Telephone   |             | X           | X           |             |
| survey of   |             |             |             |             |
| charter     |             |             |             |             |
| schools     |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Site visits | X           | X           | X           | X           |
|             |             |             |             |             |
|             | (           |             |             |             |
|             | Fall-Winter |             |             |             |
|             | 2000)       |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Parent      |             | X           | X           | X           |
| survey      |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Federal     | X           |             | X           | X           |
| file        |             |             |             |             |
| extraction  |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Federal     | X           |             | X           | X           |
| interviews  |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| RPP data    | Requested   |             |             |             |
|             | in          |             |             |             |
|             | 1999-2000;  |             |             |             |
|             | will be     |             |             |             |
|             | analyzed    |             |             |             |
|             | for Year 2  |             |             |             |
|             | report      |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| SASS data   | A           |             |             |             |
|             | dministered |             |             |             |
|             | by NCES in  |             |             |             |
|             | 1999-2000;  |             |             |             |
|             | will be     |             |             |             |
|             | analyzed    |             |             |             |
|             | for Year 2  |             |             |             |
|             | report      |             |             |             |
+-------------+-------------+-------------+-------------+-------------+

## Data Sources

**Telephone Survey of State Charter School Coordinators**. The charter
coordinators (or equivalent) of all 36 states with charter school
legislation (plus the District of Columbia and Puerto Rico) were
surveyed by phone in the summer and fall of 1999. What is likely to be a
larger number of charter school coordinators will be surveyed again in
the winter of 2002. As with the original administration, the survey
instrument will consist of a combination of open- and closed-ended items
on charter school-related operations, requirements, and flexibility, and
the state's PCSP grant. Members of the SRI team will administer the
survey to all states with charter school legislation as of the end of
2001.

**Telephone Survey of Charter School Authorizers**. A revised version of
the Year 1 survey instrument will be administered to a representative
sample of 150 charter school authorizers in the winter and spring of
2001. A version of the same survey will also be administered in winter
2002.

The revised survey is similar to the exploratory survey administered in
Year 1, with several adjustments. First, the number of items
specifically focused on PCSP have been reduced to reflect the year 1
finding that charter school authorizers are not involved with the
program except in minimal ways (e.g., fiscal agents). Second, because
this instrument will be administered to a larger sample in years 2 and 3
than the sample surveyed in year 1, SRI International will use a
telephone survey subcontractor (using a computer-assisted telephone
interview system) for the administration of this survey. The Year 1
telephone survey was administered by SRI researchers. This change
compels the SRI team to reduce the number of open-ended items. Third, in
many cases, the closed-ended items in the revised survey were shaped by
the responses to open-ended questions on the Year 1 survey.

**Telephone Survey of Charter Schools**. One of the key sources of data
for the remainder of this evaluation is the telephone survey of charter
schools, which will be conducted in the winter and spring of 2001. Based
on SRI's review and update of RPP's list of charter schools (current as
of September 30, 1999), a representative sample of 600 charter schools
will be drawn for this survey. A telephone survey subcontractor will
conduct the data collection. The survey instrument will consist mostly
of closed-ended items.

The charter school survey will include items on all the school-level
research questions for this evaluation and will document the basic
characteristics of charter schools nationwide as of the 2000-2001 school
year. The survey will also gather information about the use of PCSP
funds at the school level, charter school experiences with flexibility
and accountability, charter schools' relationships with their charter
authorizers and states, and the ways charter schools assess student
performance and other school outcomes.

**Site Visits**. One round of exploratory site visits will be conducted
in fall and winter 2000. Two additional rounds are currently planned for
the second and third rounds of data collection (Spring 2001 and the
2001-2002 school year). Data collection will focus on student
performance in charter schools and the accountability relationships
between charter schools, parents, charter school authorizers, states,
and other audiences. Members of the study team are currently responding
to requests from ED to add a large-scale analysis of student performance
in some or all of the six states selected for the charter school site
visits. These analyses will include comparisons between charter schools
and noncharter schools that serve similar populations.

**Parent Surveys**. Written surveys will be administered to parents in
conjunction with the Year 2 and Year 3 site visits.

**Extraction of Information from Federal PCSP Files and State Charter
Laws**. SRI's access to the federal files on PCSP applicants and
grantees and its review of state charter laws were very helpful
activities for orienting team members to the charter operations,
policies, and PCSP details in individual states and charter schools that
received PCSP grants directly from ED. It also reduced the data
collection burden imposed by this evaluation on telephone survey
respondents and federal interviewees. Because the team will not be
collecting data directly from PCSP grantees until the winter of 2002,
the annual review of federal files and continued review of state laws
will keep members of the study team up-to-date with the activities in
their assigned states.

In theory, the grantee files could be used to create an ongoing database
to which queries could be addressed at any time. The evaluation team has
been asked to create this database, which could then be transferred to
ED for continued updating and maintenance. However, SRI\'s review of the
files in 1998-99 found considerable inconsistency among them in terms of
the material included. In the remaining years of the evaluation, team
members will work with the PCSP staff to identify the most important and
consistently available data fields for inclusion in a database that is
likely to focus on very basic information, such as grantee contact
information, annual grant amounts, dates and sources of correspondence,
and presence or absence of grant applications and annual performance
reports.

**Federal Interviews**. Interviews with PCSP and Planning and Evaluation
Service (PES) staff members at ED, and with congressional staff, will
continue as needed.

**Charter School Data from RPP International and SASS**. The SRI
evaluation team has been granted access to data from the RPP study
(based on four rounds of telephone surveys with the universe of charter
schools). SRI will use these data to address the PCSP evaluation's
research questions. ED is also committed to having descriptive data from
the universe of charter schools in every year of the evaluation while
simultaneously minimizing the data collection burden faced by these
schools. Hence, between RPP's data collection in the 1995-1996 through
1998-1999 school years, the Schools and Staffing Survey (SASS) in
1999-2000, and SRI's survey of charter schools in 2000-2001, the goal of
annual school-level data collection will be met by coordinating federal
data collection efforts and not unduly burdening charter schools with
these requests.

## Mapping Research Questions To The Year 1 Report And Future Activities

Exhibit B-2 displays a summary table of where each of the study's
research questions is addressed in the Year 1 report and notes that
indicate how they will be addressed by future data collection
activities.

Exhibit B-2\
MAPPING RESEARCH QUESTIONS TO REPORT

+-------------------------------------------------+---+---+--------------------+
| # Research Questions                            |   | # |                    |
|                                                 |   | # |                    |
|                                                 |   | # |                    |
|                                                 |   | # |                    |
|                                                 |   |   |                    |
|                                                 |   | W |                    |
|                                                 |   | h |                    |
|                                                 |   | e |                    |
|                                                 |   | r |                    |
|                                                 |   | e |                    |
|                                                 |   |   |                    |
|                                                 |   | A |                    |
|                                                 |   | d |                    |
|                                                 |   | d |                    |
|                                                 |   | r |                    |
|                                                 |   | e |                    |
|                                                 |   | s |                    |
|                                                 |   | s |                    |
|                                                 |   | e |                    |
|                                                 |   | d |                    |
+=================================================+===+===+====================+
| **How does the PCSP encourage the development   |   |   |                    |
| of charter schools?**                           |   |   |                    |
+-------------------------------------------------+---+---+--------------------+
| How the PCSP awards grants.                     |   |   | Chapter 2          |
+-------------------------------------------------+---+---+--------------------+
| Proportion of charter schools receiving PCSP    |   |   | Not addressed in   |
| grants---nationally and by state.               |   |   | Year 1 Report      |
|                                                 |   |   |                    |
|                                                 |   |   | -   SRI School     |
|                                                 |   |   |     Survey         |
|                                                 |   |   |                    |
|                                                 |   |   | -   RPP Data       |
+-------------------------------------------------+---+---+--------------------+
| Reasons for differences in the proportion of    |   |   | Chapter 2          |
| funded charter schools among funded states.     |   |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Accessibility, usefulness, and timeliness of    |   |   | Chapter 2          |
| federal technical assistance to states,         |   |   |                    |
| schools, planners.                              |   |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Impact of the PCSP on state policies.           |   |   | Chapter 2          |
+-------------------------------------------------+---+---+--------------------+
| **How do state PCSP grantees and charter school |   |   |                    |
| authorizers encourage the development of        |   |   |                    |
| charter schools?**                              |   |   |                    |
+-------------------------------------------------+---+---+--------------------+
| How states define "start-up" in establishing    |   |   | Chapter 2          |
| funding eligibility.                            |   |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Number of states that allow planning grants;    |   |   | Chapter 2          |
| number of schools opened as a result.           |   |   |                    |
+-------------------------------------------------+---+---+--------------------+
| How states award subgrants.                     |   |   | Chapter 2          |
+-------------------------------------------------+---+---+--------------------+
| State requirements for use of federal funds.    |   |   | Chapter 2          |
+-------------------------------------------------+---+---+--------------------+
| Accommodations by charter school authorizers    |   |   | Not addressed in   |
| for low-income community charter applications.  |   |   | Year 1 Report      |
|                                                 |   |   |                    |
|                                                 |   |   | -   Follow-up      |
|                                                 |   |   |     charter school |
|                                                 |   |   |     authorizer     |
|                                                 |   |   |     survey         |
+-------------------------------------------------+---+---+--------------------+
| Accommodations of states for low-income         |   |   | Chapter 2          |
| community charter applications for federal      |   |   |                    |
| assistance.                                     |   |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Extent to which differences in subgrant amount  |   |   | Chapter 2          |
| between and within states reflect differences   |   |   |                    |
| in start-up needs.                              |   |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Sustaining charters after federal funding       |   |   | Not addressed in   |
| expires.                                        |   |   | Year 1 Report      |
|                                                 |   |   |                    |
|                                                 |   |   | -   SRI School     |
|                                                 |   |   |     Survey         |
|                                                 |   |   |                    |
|                                                 |   |   | -   Follow-up      |
|                                                 |   |   |     state          |
|                                                 |   |   |     coordinator    |
|                                                 |   |   |     survey         |
+-------------------------------------------------+---+---+--------------------+
| Linkage with policies to intervene in failing   |   |   | Not addressed in   |
| schools.                                        |   |   | Year 1 Report      |
|                                                 |   |   |                    |
|                                                 |   |   | -   SRI School     |
|                                                 |   |   |     Survey         |
|                                                 |   |   |                    |
|                                                 |   |   | -   Follow-up      |
|                                                 |   |   |     state          |
|                                                 |   |   |     coordinator    |
|                                                 |   |   |     survey         |
+-------------------------------------------------+---+---+--------------------+
| Accessibility, usefulness, and timeliness of    |   |   | Chapter 2          |
| state technical assistance to schools and       |   |   |                    |
| school planners.                                |   |   | -   SRI School     |
|                                                 |   |   |     Survey         |
|                                                 |   |   |                    |
|                                                 |   |   | -   RPP Data       |
+-------------------------------------------------+---+---+--------------------+
| **How do federally funded charter               |   |   |                    |
| schools/school planners use their PCSP          |   |   |                    |
| subgrants?**                                    |   |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Average and range of federal subgrant           |   |   | Chapter 2          |
| awards---nationally and by state.               |   |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Proportion of start-up costs accounted for with |   |   | Chapter 2          |
| the federal grant.                              |   |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Kinds of planning and implementation activities |   |   | Chapter 2          |
| supported by federal subgrants; extent          |   |   |                    |
| activities are dictated by state authorizing    |   |   |                    |
| legislation.                                    |   |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Start-up barriers overcome by federal funds.    |   |   | Chapter 2          |
+-------------------------------------------------+---+---+--------------------+
| Importance of access to federal grant money in  |   |   | Chapter 2          |
| obtaining or pursuing charter.                  |   |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Differences between charter schools that        |   |   | Not addressed in   |
| receive PCSP grants and those that do not.      |   |   | Year 1 Report      |
|                                                 |   |   |                    |
|                                                 |   |   | -   SRI School     |
|                                                 |   |   |     Survey         |
|                                                 |   |   |                    |
|                                                 |   |   | -   RPP Data       |
+-------------------------------------------------+---+---+--------------------+
| **What are the characteristics of charter       |   |   |                    |
| schools and the students and families who are   |   |   |                    |
| involved with them?**                           |   |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Grade levels and student population served.     | N |   |                    |
|                                                 | o |   |                    |
|                                                 | t |   |                    |
|                                                 | a |   |                    |
|                                                 | d |   |                    |
|                                                 | d |   |                    |
|                                                 | r |   |                    |
|                                                 | e |   |                    |
|                                                 | s |   |                    |
|                                                 | s |   |                    |
|                                                 | e |   |                    |
|                                                 | d |   |                    |
|                                                 | i |   |                    |
|                                                 | n |   |                    |
|                                                 | Y |   |                    |
|                                                 | e |   |                    |
|                                                 | a |   |                    |
|                                                 | r |   |                    |
|                                                 | 1 |   |                    |
|                                                 | R |   |                    |
|                                                 | e |   |                    |
|                                                 | p |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | R |   |                    |
|                                                 | I |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | c |   |                    |
|                                                 | h |   |                    |
|                                                 | o |   |                    |
|                                                 | o |   |                    |
|                                                 | l |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | u |   |                    |
|                                                 | r |   |                    |
|                                                 | v |   |                    |
|                                                 | e |   |                    |
|                                                 | y |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | R |   |                    |
|                                                 | P |   |                    |
|                                                 | P |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | D |   |                    |
|                                                 | a |   |                    |
|                                                 | t |   |                    |
|                                                 | a |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Educational approaches implemented.             | N |   |                    |
|                                                 | o |   |                    |
|                                                 | t |   |                    |
|                                                 | a |   |                    |
|                                                 | d |   |                    |
|                                                 | d |   |                    |
|                                                 | r |   |                    |
|                                                 | e |   |                    |
|                                                 | s |   |                    |
|                                                 | s |   |                    |
|                                                 | e |   |                    |
|                                                 | d |   |                    |
|                                                 | i |   |                    |
|                                                 | n |   |                    |
|                                                 | Y |   |                    |
|                                                 | e |   |                    |
|                                                 | a |   |                    |
|                                                 | r |   |                    |
|                                                 | 1 |   |                    |
|                                                 | R |   |                    |
|                                                 | e |   |                    |
|                                                 | p |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | R |   |                    |
|                                                 | I |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | c |   |                    |
|                                                 | h |   |                    |
|                                                 | o |   |                    |
|                                                 | o |   |                    |
|                                                 | l |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | u |   |                    |
|                                                 | r |   |                    |
|                                                 | v |   |                    |
|                                                 | e |   |                    |
|                                                 | y |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | R |   |                    |
|                                                 | P |   |                    |
|                                                 | P |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | D |   |                    |
|                                                 | a |   |                    |
|                                                 | t |   |                    |
|                                                 | a |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Background and demographic characteristics of   | N |   |                    |
| instructional and administrative staff.         | o |   |                    |
|                                                 | t |   |                    |
|                                                 | a |   |                    |
|                                                 | d |   |                    |
|                                                 | d |   |                    |
|                                                 | r |   |                    |
|                                                 | e |   |                    |
|                                                 | s |   |                    |
|                                                 | s |   |                    |
|                                                 | e |   |                    |
|                                                 | d |   |                    |
|                                                 | i |   |                    |
|                                                 | n |   |                    |
|                                                 | Y |   |                    |
|                                                 | e |   |                    |
|                                                 | a |   |                    |
|                                                 | r |   |                    |
|                                                 | 1 |   |                    |
|                                                 | R |   |                    |
|                                                 | e |   |                    |
|                                                 | p |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | R |   |                    |
|                                                 | I |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | c |   |                    |
|                                                 | h |   |                    |
|                                                 | o |   |                    |
|                                                 | o |   |                    |
|                                                 | l |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | u |   |                    |
|                                                 | r |   |                    |
|                                                 | v |   |                    |
|                                                 | e |   |                    |
|                                                 | y |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | R |   |                    |
|                                                 | P |   |                    |
|                                                 | P |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | D |   |                    |
|                                                 | a |   |                    |
|                                                 | t |   |                    |
|                                                 | a |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | A |   |                    |
|                                                 | S |   |                    |
|                                                 | S |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Newly created vs. public or private school      | C |   |                    |
| conversions.                                    | h |   |                    |
|                                                 | a |   |                    |
|                                                 | p |   |                    |
|                                                 | t |   |                    |
|                                                 | e |   |                    |
|                                                 | r |   |                    |
|                                                 | 1 |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Selection criteria for admission and the        | N |   |                    |
| frequency/extent of waiting lists.              | o |   |                    |
|                                                 | t |   |                    |
|                                                 | a |   |                    |
|                                                 | d |   |                    |
|                                                 | d |   |                    |
|                                                 | r |   |                    |
|                                                 | e |   |                    |
|                                                 | s |   |                    |
|                                                 | s |   |                    |
|                                                 | e |   |                    |
|                                                 | d |   |                    |
|                                                 | i |   |                    |
|                                                 | n |   |                    |
|                                                 | Y |   |                    |
|                                                 | e |   |                    |
|                                                 | a |   |                    |
|                                                 | r |   |                    |
|                                                 | 1 |   |                    |
|                                                 | R |   |                    |
|                                                 | e |   |                    |
|                                                 | p |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | t |   |                    |
|                                                 | u |   |                    |
|                                                 | d |   |                    |
|                                                 | e |   |                    |
|                                                 | n |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | P |   |                    |
|                                                 | e |   |                    |
|                                                 | r |   |                    |
|                                                 | f |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | m |   |                    |
|                                                 | a |   |                    |
|                                                 | n |   |                    |
|                                                 | c |   |                    |
|                                                 | e |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | u |   |                    |
|                                                 | b |   |                    |
|                                                 | s |   |                    |
|                                                 | t |   |                    |
|                                                 | u |   |                    |
|                                                 | d |   |                    |
|                                                 | y |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Demographic composition of charter schools,     | N |   |                    |
| compared with the traditional public schools in | o |   |                    |
| their surrounding areas.                        | t |   |                    |
|                                                 | a |   |                    |
|                                                 | d |   |                    |
|                                                 | d |   |                    |
|                                                 | r |   |                    |
|                                                 | e |   |                    |
|                                                 | s |   |                    |
|                                                 | s |   |                    |
|                                                 | e |   |                    |
|                                                 | d |   |                    |
|                                                 | i |   |                    |
|                                                 | n |   |                    |
|                                                 | Y |   |                    |
|                                                 | e |   |                    |
|                                                 | a |   |                    |
|                                                 | r |   |                    |
|                                                 | 1 |   |                    |
|                                                 | R |   |                    |
|                                                 | e |   |                    |
|                                                 | p |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | R |   |                    |
|                                                 | I |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | c |   |                    |
|                                                 | h |   |                    |
|                                                 | o |   |                    |
|                                                 | o |   |                    |
|                                                 | l |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | u |   |                    |
|                                                 | r |   |                    |
|                                                 | v |   |                    |
|                                                 | e |   |                    |
|                                                 | y |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | R |   |                    |
|                                                 | P |   |                    |
|                                                 | P |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | D |   |                    |
|                                                 | a |   |                    |
|                                                 | t |   |                    |
|                                                 | a |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Targeting and accommodation of special          | N |   |                    |
| populations.                                    | o |   |                    |
|                                                 | t |   |                    |
|                                                 | a |   |                    |
|                                                 | d |   |                    |
|                                                 | d |   |                    |
|                                                 | r |   |                    |
|                                                 | e |   |                    |
|                                                 | s |   |                    |
|                                                 | s |   |                    |
|                                                 | e |   |                    |
|                                                 | d |   |                    |
|                                                 | i |   |                    |
|                                                 | n |   |                    |
|                                                 | Y |   |                    |
|                                                 | e |   |                    |
|                                                 | a |   |                    |
|                                                 | r |   |                    |
|                                                 | 1 |   |                    |
|                                                 | R |   |                    |
|                                                 | e |   |                    |
|                                                 | p |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | R |   |                    |
|                                                 | I |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | c |   |                    |
|                                                 | h |   |                    |
|                                                 | o |   |                    |
|                                                 | o |   |                    |
|                                                 | l |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | u |   |                    |
|                                                 | r |   |                    |
|                                                 | v |   |                    |
|                                                 | e |   |                    |
|                                                 | y |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | R |   |                    |
|                                                 | P |   |                    |
|                                                 | P |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | D |   |                    |
|                                                 | a |   |                    |
|                                                 | t |   |                    |
|                                                 | a |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Professional development opportunities          | N |   |                    |
| available for teachers.                         | o |   |                    |
|                                                 | t |   |                    |
|                                                 | a |   |                    |
|                                                 | d |   |                    |
|                                                 | d |   |                    |
|                                                 | r |   |                    |
|                                                 | e |   |                    |
|                                                 | s |   |                    |
|                                                 | s |   |                    |
|                                                 | e |   |                    |
|                                                 | d |   |                    |
|                                                 | i |   |                    |
|                                                 | n |   |                    |
|                                                 | Y |   |                    |
|                                                 | e |   |                    |
|                                                 | a |   |                    |
|                                                 | r |   |                    |
|                                                 | 1 |   |                    |
|                                                 | R |   |                    |
|                                                 | e |   |                    |
|                                                 | p |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | R |   |                    |
|                                                 | I |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | c |   |                    |
|                                                 | h |   |                    |
|                                                 | o |   |                    |
|                                                 | o |   |                    |
|                                                 | l |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | u |   |                    |
|                                                 | r |   |                    |
|                                                 | v |   |                    |
|                                                 | e |   |                    |
|                                                 | y |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | i |   |                    |
|                                                 | t |   |                    |
|                                                 | e |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | V |   |                    |
|                                                 | i |   |                    |
|                                                 | s |   |                    |
|                                                 | i |   |                    |
|                                                 | t |   |                    |
|                                                 | s |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | A |   |                    |
|                                                 | S |   |                    |
|                                                 | S |   |                    |
+-------------------------------------------------+---+---+--------------------+
| **What flexibility provisions are charter       |   |   |                    |
| schools granted?**                              |   |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Extent to which flexibility provisions granted  | C |   |                    |
| by state and local laws are realized in         | h |   |                    |
| practice.                                       | a |   |                    |
|                                                 | p |   |                    |
|                                                 | t |   |                    |
|                                                 | e |   |                    |
|                                                 | r |   |                    |
|                                                 | 3 |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Factors associated with successful and          | C |   |                    |
| unsuccessful implementation of flexibility      | h |   |                    |
| provisions.                                     | a |   |                    |
|                                                 | p |   |                    |
|                                                 | t |   |                    |
|                                                 | e |   |                    |
|                                                 | r |   |                    |
|                                                 | 3 |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Most critical flexibility provisions.           | N |   |                    |
|                                                 | o |   |                    |
|                                                 | t |   |                    |
|                                                 | a |   |                    |
|                                                 | d |   |                    |
|                                                 | d |   |                    |
|                                                 | r |   |                    |
|                                                 | e |   |                    |
|                                                 | s |   |                    |
|                                                 | s |   |                    |
|                                                 | e |   |                    |
|                                                 | d |   |                    |
|                                                 | i |   |                    |
|                                                 | n |   |                    |
|                                                 | Y |   |                    |
|                                                 | e |   |                    |
|                                                 | a |   |                    |
|                                                 | r |   |                    |
|                                                 | 1 |   |                    |
|                                                 | R |   |                    |
|                                                 | e |   |                    |
|                                                 | p |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | t |   |                    |
+-------------------------------------------------+---+---+--------------------+
| ###### Parent                                   | N |   |                    |
| involvement activities and parent requirements. | o |   |                    |
|                                                 | t |   |                    |
|                                                 | a |   |                    |
|                                                 | d |   |                    |
|                                                 | d |   |                    |
|                                                 | r |   |                    |
|                                                 | e |   |                    |
|                                                 | s |   |                    |
|                                                 | s |   |                    |
|                                                 | e |   |                    |
|                                                 | d |   |                    |
|                                                 | i |   |                    |
|                                                 | n |   |                    |
|                                                 | Y |   |                    |
|                                                 | e |   |                    |
|                                                 | a |   |                    |
|                                                 | r |   |                    |
|                                                 | 1 |   |                    |
|                                                 | R |   |                    |
|                                                 | e |   |                    |
|                                                 | p |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | R |   |                    |
|                                                 | I |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | c |   |                    |
|                                                 | h |   |                    |
|                                                 | o |   |                    |
|                                                 | o |   |                    |
|                                                 | l |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | u |   |                    |
|                                                 | r |   |                    |
|                                                 | v |   |                    |
|                                                 | e |   |                    |
|                                                 | y |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | R |   |                    |
|                                                 | I |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | P |   |                    |
|                                                 | a |   |                    |
|                                                 | r |   |                    |
|                                                 | e |   |                    |
|                                                 | n |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | u |   |                    |
|                                                 | r |   |                    |
|                                                 | v |   |                    |
|                                                 | e |   |                    |
|                                                 | y |   |                    |
+-------------------------------------------------+---+---+--------------------+
| **How do charter schools measure student        |   |   |                    |
| performance, and are charter school students    |   |   |                    |
| making progress on these and other measures?**  |   |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Measures of accountability.                     | C |   |                    |
|                                                 | h |   |                    |
|                                                 | a |   |                    |
|                                                 | p |   |                    |
|                                                 | t |   |                    |
|                                                 | e |   |                    |
|                                                 | r |   |                    |
|                                                 | 4 |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | t |   |                    |
|                                                 | u |   |                    |
|                                                 | d |   |                    |
|                                                 | e |   |                    |
|                                                 | n |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | P |   |                    |
|                                                 | e |   |                    |
|                                                 | r |   |                    |
|                                                 | f |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | m |   |                    |
|                                                 | a |   |                    |
|                                                 | n |   |                    |
|                                                 | c |   |                    |
|                                                 | e |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | u |   |                    |
|                                                 | b |   |                    |
|                                                 | s |   |                    |
|                                                 | t |   |                    |
|                                                 | u |   |                    |
|                                                 | d |   |                    |
|                                                 | y |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | R |   |                    |
|                                                 | I |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | c |   |                    |
|                                                 | h |   |                    |
|                                                 | o |   |                    |
|                                                 | o |   |                    |
|                                                 | l |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | u |   |                    |
|                                                 | r |   |                    |
|                                                 | v |   |                    |
|                                                 | e |   |                    |
|                                                 | y |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Measures of student performance for which       | N |   |                    |
| charter schools are accountable and how         | o |   |                    |
| assessed.                                       | t |   |                    |
|                                                 | a |   |                    |
|                                                 | d |   |                    |
|                                                 | d |   |                    |
|                                                 | r |   |                    |
|                                                 | e |   |                    |
|                                                 | s |   |                    |
|                                                 | s |   |                    |
|                                                 | e |   |                    |
|                                                 | d |   |                    |
|                                                 | i |   |                    |
|                                                 | n |   |                    |
|                                                 | Y |   |                    |
|                                                 | e |   |                    |
|                                                 | a |   |                    |
|                                                 | r |   |                    |
|                                                 | 1 |   |                    |
|                                                 | R |   |                    |
|                                                 | e |   |                    |
|                                                 | p |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | R |   |                    |
|                                                 | I |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | c |   |                    |
|                                                 | h |   |                    |
|                                                 | o |   |                    |
|                                                 | o |   |                    |
|                                                 | l |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | u |   |                    |
|                                                 | r |   |                    |
|                                                 | v |   |                    |
|                                                 | e |   |                    |
|                                                 | y |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | t |   |                    |
|                                                 | u |   |                    |
|                                                 | d |   |                    |
|                                                 | e |   |                    |
|                                                 | n |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | P |   |                    |
|                                                 | e |   |                    |
|                                                 | r |   |                    |
|                                                 | f |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | m |   |                    |
|                                                 | a |   |                    |
|                                                 | n |   |                    |
|                                                 | c |   |                    |
|                                                 | e |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | u |   |                    |
|                                                 | b |   |                    |
|                                                 | s |   |                    |
|                                                 | t |   |                    |
|                                                 | u |   |                    |
|                                                 | d |   |                    |
|                                                 | y |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | i |   |                    |
|                                                 | t |   |                    |
|                                                 | e |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | V |   |                    |
|                                                 | i |   |                    |
|                                                 | s |   |                    |
|                                                 | i |   |                    |
|                                                 | t |   |                    |
|                                                 | s |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Extent to which students meet student           | N |   |                    |
| performance goals.                              | o |   |                    |
|                                                 | t |   |                    |
|                                                 | a |   |                    |
|                                                 | d |   |                    |
|                                                 | d |   |                    |
|                                                 | r |   |                    |
|                                                 | e |   |                    |
|                                                 | s |   |                    |
|                                                 | s |   |                    |
|                                                 | e |   |                    |
|                                                 | d |   |                    |
|                                                 | i |   |                    |
|                                                 | n |   |                    |
|                                                 | Y |   |                    |
|                                                 | e |   |                    |
|                                                 | a |   |                    |
|                                                 | r |   |                    |
|                                                 | 1 |   |                    |
|                                                 | R |   |                    |
|                                                 | e |   |                    |
|                                                 | p |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | t |   |                    |
|                                                 | u |   |                    |
|                                                 | d |   |                    |
|                                                 | e |   |                    |
|                                                 | n |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | P |   |                    |
|                                                 | e |   |                    |
|                                                 | r |   |                    |
|                                                 | f |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | m |   |                    |
|                                                 | a |   |                    |
|                                                 | n |   |                    |
|                                                 | c |   |                    |
|                                                 | e |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | u |   |                    |
|                                                 | b |   |                    |
|                                                 | s |   |                    |
|                                                 | t |   |                    |
|                                                 | u |   |                    |
|                                                 | d |   |                    |
|                                                 | y |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | i |   |                    |
|                                                 | t |   |                    |
|                                                 | e |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | V |   |                    |
|                                                 | i |   |                    |
|                                                 | s |   |                    |
|                                                 | i |   |                    |
|                                                 | t |   |                    |
|                                                 | s |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Range and frequency of corrective action for    | C |   |                    |
| charter schools that do not meet the student    | h |   |                    |
| performance terms of their charters.            | a |   |                    |
|                                                 | p |   |                    |
|                                                 | t |   |                    |
|                                                 | e |   |                    |
|                                                 | r |   |                    |
|                                                 | 4 |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Students meeting or exceeding the state         | N |   |                    |
| performance standards, if applicable.           | o |   |                    |
|                                                 | t |   |                    |
|                                                 | a |   |                    |
|                                                 | d |   |                    |
|                                                 | d |   |                    |
|                                                 | r |   |                    |
|                                                 | e |   |                    |
|                                                 | s |   |                    |
|                                                 | s |   |                    |
|                                                 | e |   |                    |
|                                                 | d |   |                    |
|                                                 | i |   |                    |
|                                                 | n |   |                    |
|                                                 | Y |   |                    |
|                                                 | e |   |                    |
|                                                 | a |   |                    |
|                                                 | r |   |                    |
|                                                 | 1 |   |                    |
|                                                 | R |   |                    |
|                                                 | e |   |                    |
|                                                 | p |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | t |   |                    |
|                                                 | u |   |                    |
|                                                 | d |   |                    |
|                                                 | e |   |                    |
|                                                 | n |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | P |   |                    |
|                                                 | e |   |                    |
|                                                 | r |   |                    |
|                                                 | f |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | m |   |                    |
|                                                 | a |   |                    |
|                                                 | n |   |                    |
|                                                 | c |   |                    |
|                                                 | e |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | u |   |                    |
|                                                 | b |   |                    |
|                                                 | s |   |                    |
|                                                 | t |   |                    |
|                                                 | u |   |                    |
|                                                 | d |   |                    |
|                                                 | y |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Comparability of student achievement gains to   | N |   |                    |
| those of their traditional public school        | o |   |                    |
| counterparts.                                   | t |   |                    |
|                                                 | a |   |                    |
|                                                 | d |   |                    |
|                                                 | d |   |                    |
|                                                 | r |   |                    |
|                                                 | e |   |                    |
|                                                 | s |   |                    |
|                                                 | s |   |                    |
|                                                 | e |   |                    |
|                                                 | d |   |                    |
|                                                 | i |   |                    |
|                                                 | n |   |                    |
|                                                 | Y |   |                    |
|                                                 | e |   |                    |
|                                                 | a |   |                    |
|                                                 | r |   |                    |
|                                                 | 1 |   |                    |
|                                                 | R |   |                    |
|                                                 | e |   |                    |
|                                                 | p |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | t |   |                    |
|                                                 | u |   |                    |
|                                                 | d |   |                    |
|                                                 | e |   |                    |
|                                                 | n |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | P |   |                    |
|                                                 | e |   |                    |
|                                                 | r |   |                    |
|                                                 | f |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | m |   |                    |
|                                                 | a |   |                    |
|                                                 | n |   |                    |
|                                                 | c |   |                    |
|                                                 | e |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | u |   |                    |
|                                                 | b |   |                    |
|                                                 | s |   |                    |
|                                                 | t |   |                    |
|                                                 | u |   |                    |
|                                                 | d |   |                    |
|                                                 | y |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | i |   |                    |
|                                                 | t |   |                    |
|                                                 | e |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | V |   |                    |
|                                                 | i |   |                    |
|                                                 | s |   |                    |
|                                                 | i |   |                    |
|                                                 | t |   |                    |
|                                                 | s |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Conditions under which charter schools improve  | N |   |                    |
| student achievement.                            | o |   |                    |
|                                                 | t |   |                    |
|                                                 | a |   |                    |
|                                                 | d |   |                    |
|                                                 | d |   |                    |
|                                                 | r |   |                    |
|                                                 | e |   |                    |
|                                                 | s |   |                    |
|                                                 | s |   |                    |
|                                                 | e |   |                    |
|                                                 | d |   |                    |
|                                                 | i |   |                    |
|                                                 | n |   |                    |
|                                                 | Y |   |                    |
|                                                 | e |   |                    |
|                                                 | a |   |                    |
|                                                 | r |   |                    |
|                                                 | 1 |   |                    |
|                                                 | R |   |                    |
|                                                 | e |   |                    |
|                                                 | p |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | i |   |                    |
|                                                 | t |   |                    |
|                                                 | e |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | V |   |                    |
|                                                 | i |   |                    |
|                                                 | s |   |                    |
|                                                 | i |   |                    |
|                                                 | t |   |                    |
|                                                 | s |   |                    |
+-------------------------------------------------+---+---+--------------------+
| Parent beliefs about charter schools and other  | N |   |                    |
| schools.                                        | o |   |                    |
|                                                 | t |   |                    |
|                                                 | a |   |                    |
|                                                 | d |   |                    |
|                                                 | d |   |                    |
|                                                 | r |   |                    |
|                                                 | e |   |                    |
|                                                 | s |   |                    |
|                                                 | s |   |                    |
|                                                 | e |   |                    |
|                                                 | d |   |                    |
|                                                 | i |   |                    |
|                                                 | n |   |                    |
|                                                 | Y |   |                    |
|                                                 | e |   |                    |
|                                                 | a |   |                    |
|                                                 | r |   |                    |
|                                                 | 1 |   |                    |
|                                                 | R |   |                    |
|                                                 | e |   |                    |
|                                                 | p |   |                    |
|                                                 | o |   |                    |
|                                                 | r |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 | - |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | R |   |                    |
|                                                 | I |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | P |   |                    |
|                                                 | a |   |                    |
|                                                 | r |   |                    |
|                                                 | e |   |                    |
|                                                 | n |   |                    |
|                                                 | t |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 |   |   |                    |
|                                                 | S |   |                    |
|                                                 | u |   |                    |
|                                                 | r |   |                    |
|                                                 | v |   |                    |
|                                                 | e |   |                    |
|                                                 | y |   |                    |
+-------------------------------------------------+---+---+--------------------+

Note: Future data collection and analysis activities are marked with
bullets.

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### **CHAPTER 2 APPENDICES** 

### 

### 

### 

###  

# Appendix C

# 

# PCSP FUNDING AND FUNDING AVAILABLE FOR CHARTER SCHOOLS

-   Exhibit C-1 represents a state-by-state breakdown of PCSP funds for
    FY1995-FY1999. For each year that a state was provided PCSP funds,
    two figures are displayed in the chart. The first figure represents
    the annual total per state for the fiscal year, including
    supplemental funding.

```{=html}
<!-- -->
```
-   The second figure (in parentheses) represents the amount of funding
    per year available for subgrants. For many states, the amount
    reserved for subgrants was the total funding amount minus the
    allowable state set-aside of 5%; however, other states reported that
    they reserved smaller amounts for use at the state level.

```{=html}
<!-- -->
```
-   In addition to providing information on the amount of funding
    available for subgrants and administration on a state-by-state
    basis, Exhibit C-1 provides evidence of the program's overall growth
    since 1995 -- both in terms of the total funding allocation and the
    increase in the number of states funded.

*\
*

Exhibit C-1

TOTAL PCSP FUNDING/TOTAL FUNDING AVAILABLE FOR CHARTER SCHOOLS\* BY YEAR
AND BY STATE

+------+-----------+-----------+-----------+------------+------------+
|      | **Amount  |           |           |            |            |
|      | of PCSP   |           |           |            |            |
|      | State     |           |           |            |            |
|      | Gra       |           |           |            |            |
|      | nt/Amount |           |           |            |            |
|      | of PCSP   |           |           |            |            |
|      | State     |           |           |            |            |
|      | Grant     |           |           |            |            |
|      | Available |           |           |            |            |
|      | for       |           |           |            |            |
|      | Charter   |           |           |            |            |
|      | Schools   |           |           |            |            |
|      | (\$)**    |           |           |            |            |
+------+-----------+-----------+-----------+------------+------------+
| *    | **1995**  | **1996**  | **1997**  | **1998**   | **1999**   |
| *Sta |           |           |           |            |            |
| te** |           |           |           |            |            |
+------+-----------+-----------+-----------+------------+------------+
| AK   | No state  | 656,642   | 1,516,500 | 887,229    | 526,316    |
|      | grant     |           |           |            |            |
|      |           | (623,810) | (1        | (842,868)  | (500,000)  |
|      |           |           | ,440,675) |            |            |
+------+-----------+-----------+-----------+------------+------------+
| AZ   | **        | 1,150,000 | 3,221,226 | No state   | No state   |
|      | 750,000** |           |           | grant      | grant      |
|      |           | (1        | (3        |            |            |
|      | **(7      | ,092,500) | ,060,165) | (direct    | (direct    |
|      | 12,500)** |           |           | grants     | grants     |
|      |           |           |           | from ED to | from ED to |
|      |           |           |           | charter    | charter    |
|      |           |           |           | schools)   | schools)   |
+------+-----------+-----------+-----------+------------+------------+
| AR   | No state  | No state  | No state  | No state   | *          |
|      | grant     | grant     | grant     | grant      | *368,421** |
|      |           |           |           |            |            |
|      |           |           |           | (direct    | **(        |
|      |           |           |           | grants     | 350,000)** |
|      |           |           |           | from ED to |            |
|      |           |           |           | charter    |            |
|      |           |           |           | schools)   |            |
+------+-----------+-----------+-----------+------------+------------+
| CA   | 727,413   | 1,250,000 | 3,446,719 | **8        | **12       |
|      |           |           |           | ,746,636** | ,631,579** |
|      | (691,     | (1        | (3        |            |            |
|      | 042)      | ,187,500) | ,274,383) | **(8,      | **(12,     |
|      |           |           |           | 370,531)** | 000,000)** |
+------+-----------+-----------+-----------+------------+------------+
| CO   | 728,522   | 1,025,736 | 2,000,000 | 3,000,000  | 3,850,000  |
|      |           |           |           |            |            |
|      | (692,096) | (974,449) | (1        | (          | (          |
|      |           |           | ,900,000) | 2,850,000) | 3,657,500) |
+------+-----------+-----------+-----------+------------+------------+
| CT   | No state  | 1,000,000 | 1,292,770 | 2,045,233  | 1,208,007  |
|      | law       |           |           |            |            |
|      |           | (950,000) | (1        | (          | (          |
|      |           |           | ,228,132) | 1,942,971) | 1,147,607) |
+------+-----------+-----------+-----------+------------+------------+
| DE   | No state  | No state  | **        | *          | 600,000    |
|      | grant     | grant     | 343,057** | *541,302** |            |
|      |           |           |           |            | (570,000)  |
|      |           |           | **(3      | **(        |            |
|      |           |           | 25,904)** | 514,237)** |            |
+------+-----------+-----------+-----------+------------+------------+
| DC   | No state  | 1,000,000 | 2,500,000 | 4,500,000  | 1,736,842  |
|      | law       |           |           |            |            |
|      |           | (950,000) | (2        | (          | (          |
|      |           |           | ,375,000) | 4,288,500) | 1,650,000) |
+------+-----------+-----------+-----------+------------+------------+
| FL   | No state  | **2,      | **5,      | 5,985,000  | 7,276,500  |
|      | law       | 223,626** | 066,026** |            |            |
|      |           |           |           | (          | (          |
|      |           | **(2,1    | **(4,8    | 5,685,750) | 6,912,675) |
|      |           | 12,445)** | 12,725)** |            |            |
+------+-----------+-----------+-----------+------------+------------+
| GA   | 600,000   | 947,910   | 1,469,380 | 2,421,053  | 2,421,053  |
|      |           |           |           |            |            |
|      | (570,000) | (900,515) | (1        | (          | (          |
|      |           |           | ,395,911) | 2,300,000) | 2,300,000) |
+------+-----------+-----------+-----------+------------+------------+
| HI   | No state  | No state  | No state  | No state   | 2,631,579  |
|      | grant     | grant     | grant     | grant      |            |
|      |           |           |           |            | (          |
|      |           |           | (direct   | (direct    | 2,500,000) |
|      |           |           | grants    | grants     |            |
|      |           |           | from ED   | from ED to |            |
|      |           |           | to        | charter    |            |
|      |           |           | charter   | schools)   |            |
|      |           |           | schools)  |            |            |
+------+-----------+-----------+-----------+------------+------------+
| ID   | No state  | No state  | No state  | No state   | 842,105    |
|      | law       | law       | law       | grant      |            |
|      |           |           |           |            | (800,000)  |
+------+-----------+-----------+-----------+------------+------------+
| IL   | No state  | 794,577   | 782,850   | 1,215,000  | 1,147,368  |
|      | law       |           |           |            |            |
|      |           | (754,848) | (743,708) | (          | (          |
|      |           |           |           | 1,154,250) | 1,090,000) |
+------+-----------+-----------+-----------+------------+------------+
| KS   | No state  | 850,000   | 914,345   | 1,263,158  | No state   |
|      | grant     |           |           |            | grant      |
|      |           | (807,500) | (868,628) | (          |            |
|      |           |           |           | 1,200,000) |            |
+------+-----------+-----------+-----------+------------+------------+
| LA   | 336,000   | **        | 373,711   | 665,968    | 1,006,452  |
|      |           | 446,250** |           |            |            |
|      | (319,200) |           | (355,025) | (639,329)  | (956,129)  |
|      |           | **(4      |           |            |            |
|      |           | 23,938)** |           |            |            |
+------+-----------+-----------+-----------+------------+------------+
| MA   | 589,451   | 1,599,437 | 4,028,888 | 3,996,192  | 3,756,432  |
|      |           |           |           |            |            |
|      | (559,978) | (1        | (3        | (3,916,    | (          |
|      |           | ,519,465) | ,827,444) | 268)       | 3,568,610) |
+------+-----------+-----------+-----------+------------+------------+
| MI   | 361,047   | 1,907,986 | 3,843,420 | 5,000,000  | 6,000,000  |
|      |           |           |           |            |            |
|      | (342,995) | (1        | (3        | (          | (          |
|      |           | ,812,587) | ,651,249) | 4,900,000) | 5,700,000) |
+------+-----------+-----------+-----------+------------+------------+
| MN   | 500,000   | 749,730   | 450,000   | 710,500    | 1,925,000  |
|      |           |           |           |            |            |
|      | (475,000) | (712,244) | (427,500) | (674,975)  | (          |
|      |           |           |           |            | 1,828,750) |
+------+-----------+-----------+-----------+------------+------------+

Note: Highest and lowest grants appear in bold.

\*Numbers in parentheses represent total funding available for charter
schools.

Exhibit C-1

TOTAL PCSP FUNDING/TOTAL FUNDING AVAILABLE FOR CHARTER SCHOOLS\* BY YEAR
AND BY STATE

(continued)

+-----+------------+-----------+------------+-----------+-----------+
|     | **Amount   |           |            |           |           |
|     | of PCSP    |           |            |           |           |
|     | State      |           |            |           |           |
|     | Gr         |           |            |           |           |
|     | ant/Amount |           |            |           |           |
|     | of PCSP    |           |            |           |           |
|     | State      |           |            |           |           |
|     | Grant      |           |            |           |           |
|     | Available  |           |            |           |           |
|     | for        |           |            |           |           |
|     | Charter    |           |            |           |           |
|     | Schools    |           |            |           |           |
|     | (\$)**     |           |            |           |           |
+-----+------------+-----------+------------+-----------+-----------+
| **S | **1995**   | **1996**  | **1997**   | **1998**  | **1999**  |
| tat |            |           |            |           |           |
| e** |            |           |            |           |           |
+-----+------------+-----------+------------+-----------+-----------+
| MO  | No state   | No state  | No state   | 853,334   | 1,706,677 |
|     | law        | law       | law        |           |           |
|     |            |           |            | (810,667) | (1        |
|     |            |           |            |           | ,621,343) |
+-----+------------+-----------+------------+-----------+-----------+
| NJ  | No state   | 1,415,421 | 1,290,934  | 1,852,632 | 2,763,120 |
|     | law        |           |            |           |           |
|     |            | (1        | (          | (1        | (2        |
|     |            | ,344,650) | 1,226,387) | ,767,411) | ,624,964) |
+-----+------------+-----------+------------+-----------+-----------+
| NY  | No state   | No state  | No state   | No state  | 4,423,053 |
|     | law        | law       | law        | grant     |           |
|     |            |           |            |           | (4        |
|     |            |           |            |           | ,201,900) |
+-----+------------+-----------+------------+-----------+-----------+
| NC  | No state   | 1,000,000 | 1,250,000  | 2,250,000 | 4,500,000 |
|     | law        |           |            |           |           |
|     |            | (950,000) | (          | (2        | (4        |
|     |            |           | 1,187,500) | ,137,500) | ,275,000) |
+-----+------------+-----------+------------+-----------+-----------+
| OH  | No state   | No state  | No state   | 1,578,947 | 3,157,895 |
|     | law        | law       | grant      |           |           |
|     |            |           |            | (1        | (3        |
|     |            |           |            | ,500,000) | ,000,000) |
+-----+------------+-----------+------------+-----------+-----------+
| OK  | No state   | No state  | No state   | No state  | 800,000   |
|     | law        | law       | law        | law       |           |
|     |            |           |            |           | (781,579) |
+-----+------------+-----------+------------+-----------+-----------+
| OR  | 286,566    | 500,000   | 779,948    |           | 2,000,000 |
|     |            |           |            |           |           |
|     | (272,238)  | (475,000) | (740,951)  |           | (1        |
|     |            |           |            |           | ,900,000) |
+-----+------------+-----------+------------+-----------+-----------+
| PA  | No state   | No state  | 2,300,000  | 3,300,000 | 2,333,333 |
|     | law        | law       |            |           |           |
|     |            |           | (          | (3        | (2        |
|     |            |           | 2,231,000) | ,234,000) | ,263,333) |
+-----+------------+-----------+------------+-----------+-----------+
| PR  | No state   | 1,004,676 | 1,313,500  | 2,947,368 | 2,625,000 |
|     | grant      |           |            |           |           |
|     |            | (954,442) | (          | (2        | (2        |
|     |            |           | 1,247,825) | ,800,000) | ,493,750) |
+-----+------------+-----------+------------+-----------+-----------+
| RI  | No state   | No state  | No state   | 789,474   | 1,009,524 |
|     | grant      | grant     | grant      |           |           |
|     |            |           |            | (757,895) | (959,048) |
+-----+------------+-----------+------------+-----------+-----------+
| SC  | No state   | No state  | 1,447,900  | 1,447,461 | 1,447,297 |
|     | law        | grant     |            |           |           |
|     |            |           | (          | (1        | (1        |
|     |            |           | 1,382,745) | ,389,563) | ,393,747) |
+-----+------------+-----------+------------+-----------+-----------+
| TX  | *          | 500,000   | 2,165,167  | 5,932,500 | 9,473,685 |
|     | *250,000** |           |            |           |           |
|     |            | (475,000) | (          | (5        | (9        |
|     | **(        |           | 2,056,909) | ,695,200) | ,000,001) |
|     | 237,500)** |           |            |           |           |
+-----+------------+-----------+------------+-----------+-----------+
| UT  | No state   | No state  | No state   | No state  | 500,000   |
|     | law        | law       | law        | grant     |           |
|     |            |           |            |           | (475,000) |
+-----+------------+-----------+------------+-----------+-----------+
| VA  | No state   | No state  | No state   | No state  | 631,579   |
|     | law        | law       | law        | grant     |           |
|     |            |           |            |           | (606,316) |
+-----+------------+-----------+------------+-----------+-----------+
| WI  | No state   | 1,325,000 | 1,956,548  | 3,150,000 | 4,000,000 |
|     | grant      |           |            |           |           |
|     |            | (1        | (          | (2        | (3        |
|     |            | ,258,750) | 1,858,721) | ,992,500) | ,800,000) |
+-----+------------+-----------+------------+-----------+-----------+
| **T | 5,128,999  | 2         | 43,752,991 | 65        | 8         |
| OTA |            | 1,346,991 |            | ,078,987. | 9,298,817 |
| L** |            |           |            |           |           |
|     |            |           |            |           | (3        |
|     |            |           |            |           | ,800,000) |
+-----+------------+-----------+------------+-----------+-----------+

Note: Highest and lowest grants appear in bold.

\*Numbers in parentheses represent total funding available for charter
schools.

# 

# Appendix D

# USES OF STATE SET-ASIDE

-   The PCSP legislation specifies that state grantees may reserve up to
    5% of their total grant for administrative purposes at the state
    level. Most state coordinators indicated that they retain 5% of
    their state's total funding, but some states take smaller amounts.

-   Respondents from the seventeen states displayed in Exhibit D-1
    provided a breakdown of the state portion of their PCSP grant for
    1998-99. The budgeting categories listed below matched the budget
    page in the PCSP application. The largest expenditure category is
    salaries, with a mean of about \$45,000 allocated to this purpose
    per state.

Exhibit D-1

USES OF 5% STATE SET-ASIDE, BY STATE (1998-1999)

(n = 17)

  ------------ ------------ ----------- ----------- ----------- ----------- ----------- ----------- ----------- ------------ ------------ ---------- ------------ ----------
  STATE        Personnel    Fringe      Travel      Equipment   Supplies    Contract    Construct   Other       Tot Direct   Indirect     Stipends   Total        Indirect
                                                                                                                                                                  Rate

  AK           22802        7198        2000        500         500         11364       0           **0**       44364        **0**        0          44364        0.00

  CA           **161893**   **67983**   5000        2000        18285       **60000**   0           0           **315161**   66184        0          **381345**   0.17

  CO           82500        15123       5000        4000        500         22630       0           8192        137945       12,055       0          150000       0.08

  DC           97057        11571       2672        **0**       500         700         0           0           112500       97500        0          210000       0.46

  GA           **0**        **0**       1000        2500        2000        5000        0           0           **10500**    0            0          **10500**    0.00

  KS           24658        0           2500        0           **0**       13000       0           21500       61658        0            0          61658        0.00

  LA           0            0           8000        0           0           20000       0           0           28000        0            0          28000        0.00

  MI           0            0           **60000**   0           0           **0**       0           **40000**   100000       0            0          100000       0.00

  MO           27000        8100        4000        0           0           3567        0           0           42667        0            0          42667        0.00

  NJ           49692        11475       **0**       0           1950        0           0           22525       85642        0            0          85642        0.00

  NC           78690        18741       3,758       11502       958         0           0           4959        118608       0            0          118608       0.00

  OH           7411         0           0           **66458**   5079        0           0           0           78948        0            0          78948        0.00

  PA           40000        0           0           0           **26000**   0           0           0           66000        0            0          66000        0.00

  RI           31993        0           0           6600        0           0           0           15407       54000        0            0          54000        0.00

  SC           0            0           4400        0           1000        49000       0           500         54900        2361         0          57261        0.04

  TX           24538        16908       31442       9492        24917       15128       0           0           122425       **114200**   0          236625       0.48

  WI           121000       25,700      4000        7000        0           0           0           0           157700       0            0          157700       0.00

  **MEAN**     45249        10753       7869        6474        4805        11788       0           6652        93589        17194        0          110783       0

  **MEDIAN**   27000        7198        3758        500         500         3567        0           0           78948        0            0          78948         
  ------------ ------------ ----------- ----------- ----------- ----------- ----------- ----------- ----------- ------------ ------------ ---------- ------------ ----------

Not applicable: AZ, AR, DE, HI, ID, MS, NV, NH, NM, OK, OR, VA, WY

Missing: CT, FL, IL, MA, MN, NY, PR, UT

Figures in bold indicate the range in that column.

# Appendix E

# PCSP FUNDS RECEIVED BY CHARTER SCHOOL AUTHORIZERS

This appendix summarizes data on what roles charter school authorizers
played in the flow of PCSP funds from the state to charter schools (see
Exhibit E-1).

-   Unless the charter school authorizers were state bodies, they had
    very little involvement in decisions about PCSP funds and did not
    receive PCSP funds for their own activities.

```{=html}
<!-- -->
```
-   Charter school authorizers often functioned as the flow-through
    agencies or fiscal agents for disbursing PCSP funds, but this
    relationship rarely entailed other types of involvement or
    withholding. In fact, only two school districts reported receiving a
    share of a subgrant.

```{=html}
<!-- -->
```
-   Six of the seven respondents stating that they have received PCSP
    state grant funds were state educational agencies.

Exhibit E-1

PCSP FUNDS RECEIVED BY CHARTER SCHOOL AUTHORIZERS

+---------------------------------------------+------------------------+
| **Charter School Authorizer Relationship**  | **Percent of           |
|                                             | Authorizers (n=32)**   |
| **To PCSP Funds**                           |                        |
+---------------------------------------------+------------------------+
| This agency has received funds from the     | 22%                    |
| state's PCSP grant (n = 7)                  |                        |
+---------------------------------------------+------------------------+
| This agency has received a share of funds   | 6%                     |
| from PCSP subgrants or direct grants from   |                        |
| ED that were designated for specific        |                        |
| charter schools (n = 2)                     |                        |
+---------------------------------------------+------------------------+
| No funds received (n = 23 )                 | 72%                    |
+---------------------------------------------+------------------------+

#   {#section-46 .unnumbered}

# Appendix F

# HOW SUBGRANTS ARE AWARDED

This Appendix displays state-by-state information on the basic processes
used to distribute PCSP subgrants (see Exhibit F-1).

-   States have primarily taken two approaches to distributing PCSP
    subgrants: (1) a subgrant competition with winners and losers in
    which charter schools or charter school planners respond to a
    request for proposals and are rated and ranked and (2) a calculation
    that distributes the available PCSP funds for subgrants to all
    eligible charter schools or planners in the state. These approaches
    to awarding subgrants are not necessarily mutually exclusive.

Exhibit F-1

HOW SUBGRANTS ARE AWARDED

+-----------------+--------------+---------------+---------------------+
| **Process for   | **Percent of | **Number of   | **States**          |
| Distribution of | States Using | States**      |                     |
| PCSP Funds**    | Process**    |               | **(n=30)**          |
+-----------------+--------------+---------------+---------------------+
| Competitive     | 67%          | 20            | AK, AZ, AR, CA, CO, |
| proposal        |              |               | FL, GA, HI, IL, KS, |
| process         |              |               | LA, MI, MO, NJ, OH, |
|                 |              |               | OR, PR, SC, VA, WI  |
+-----------------+--------------+---------------+---------------------+
| Awards made to  | 43%          | 13            | AZ, CT, DE, DC, KS, |
| all eligible    |              |               | LA, MA, MN, NC, PA, |
| applicants      |              |               | RI, TX, VA          |
+-----------------+--------------+---------------+---------------------+

#   {#section-47 .unnumbered}

# Appendix G

# FACTORS GIVEN PRIORITY IN THE PCSP SUBGRANTING PROCESS 

-   Some states establish priority factors for targeting some or all of
    the funding when awarding PCSP subgrants. For example, some
    respondents answered that their states gave priority to applicants
    from schools that do or will serve special student populations;
    other states target schools located in low-income communities (see
    Exhibit G-1).

```{=html}
<!-- -->
```
-   Respondents were asked to identify all categories that applied in
    their state. Therefore, percentages do not total 100.

Exhibit G-1

FACTORS GIVEN PRIORITY IN THE PCSP SUBGRANTING PROCESS\
(n=28 States)

  -------------------------------------------------------- --------------
  **Priority Factors**                                     **Percent of
                                                           States**

  Charter school is located in low-income community(ies)   14%

  Charter school serves a special student population       36%
  (e.g., English language learners, special education      
  students)                                                

  Charter school uses particular instructional strategies  4%

  Charter school implements a specific curriculum          0%

  Priority for planning grants                             0%

  No priority areas                                        39%
  -------------------------------------------------------- --------------

#   {#section-48 .unnumbered}

# Appendix H

# CRITERIA FOR FUNDING DECISIONS

Exhibit H-1 shows the criteria used by states to make PCSP funding
decisions. State respondents were given the option of distinguishing
between different types of subgrant when considering each criterion. The
"nonspecific subgrants" column includes data from states that did not
make a distinction between subgrant types when answering this question.

-   Whether a state has set priorities or not, most states apply some
    criteria in making subgrant awards and determining funding levels.
    The state coordinator survey offered respondents a list of possible
    factors that might have been used in making funding decisions.

-   As in most analyses concerning charter schools, there was clearly no
    consensus among PCSP grantee states about how to select subgrantees
    and determine funding levels, especially when broken out by type of
    award.

Exhibit H-1

CRITERIA FOR FUNDING DECISIONS

(n=30 States)

  --------------------- ------------- ------------------ ----------------- ---------------
  **Criterion**         **Planning    **Implementation   **Dissemination   **Nonspecific
                        Subgrants**   Subgrants**        Subgrants**       Subgrants**

  Quality of subgrant   20%           20%                7%                30%
  proposal                                                                 

  Funding level         20%           23%                10%               30%
  requested                                                                

  State ceiling on      17%           20%                0%                37%
  subgrant award level                                                     

  Justification for     20%           23%                10%               30%
  funds requested                                                          

  Start-up needs        13%           20%                10%               10%
  greater than in other                                                    
  charter schools                                                          

  Negotiation of        13%           13%                3%                10%
  funding level with                                                       
  subgrantee                                                               

  Student enrollment or 7%            17%                7%                7%
  projected student                                                        
  enrollment                                                               

  Number or percentage  3%            3%                 3%                13%
  of educationally                                                         
  disadvantaged                                                            
  students                                                                 

  Funds available for   27%           23%                13%               20%
  subgrants divided by                                                     
  the number of                                                            
  eligible charter                                                         
  school applications                                                      

  Recommendations of    13%           17%                3%                27%
  peer reviewers/field                                                     
  reviewers                                                                
  --------------------- ------------- ------------------ ----------------- ---------------

#  

#   {#section-50 .unnumbered}

# Appendix I

# RECIPIENTS OF PCSP SUBGRANTS

Exhibit I-1 shows the entities that received PSCP subgrants, as reported
by states. State respondents were given the option of distinguishing
between different types of subgrant when considering each entity. The
"nonspecific subgrants" column includes data from states that did not
make a distinction between subgrant types when answering this question.

-   State grantees define the entities eligible to receive PCSP
    subgrants. While the intent of federal legislation is to have PCSP
    funds devolve from the state to the charter school level, legitimate
    questions may be asked about the role of intermediaries along the
    way.

```{=html}
<!-- -->
```
-   In general, PCSP subgrants flow from states to founders groups and
    charter schools. Charter school authorizers that have received PCSP
    funds are nearly all state entities that both charter schools and
    are entitled to the 5 percent set-aside for managing and monitoring
    PCSP activities.

Exhibit I-1

RECIPIENTS OF PCSP SUBGRANTS

(n = 26)

  ---------------------- --------------- ------------- ------------------ -----------------
  **Entity**             **Nonspecific   **Planning    **Implementation   **Dissemination
                         Subgrants**     Subgrants**   Subgrants**        Subgrants**

  Founders               2 states        8 states      0 states           0 states
  groups/charter school                                                   
  planners                                                                

  Charter schools (i.e., 4 states        8 states      15 states          4 states
  charter schools                                                         
  receive grants                                                          
  directly from the                                                       
  state)                                                                  

  Charter school         4 states        4 states      4 states           2 states
  authorizers                                                             

  Organizations or       0 states        0 states      0 states           1 state
  consortia that provide                                                  
  technical assistance                                                    
  to charter schools and                                                  
  charter school                                                          
  planners                                                                
  ---------------------- --------------- ------------- ------------------ -----------------

#   {#section-51 .unnumbered}

# Appendix J

# PCSP-SUPPORTED RESEARCH, DEMONSTRATION, AND EVALUATION ACTIVITIES

Exhibit J-1 summarizes the research, demonstration, and evaluation
projects that have been supported with PCSP national funds from 1995
through 1999. All of the following projects are funded through contracts
with ED. In addition to the projects listed below, the Office of Special
Education Programs funded Project SEARCH (Special Education as
Requirements in Charter Schools), awarding a field-initiated grant to
the National Association of State Directors of Special Education.

Exhibit J-1

PCSP-SUPPORTED RESEARCH, DEMONSTRATION, AND\
EVALUATION ACTIVITIES

+--------------------------------------+-------------------------------+
| **Project Title**                    | **Contract or Grant           |
|                                      | Recipient**                   |
+--------------------------------------+-------------------------------+
| ***Research projects***              |                               |
+--------------------------------------+-------------------------------+
| > National Study of Charter Schools  | RPP International             |
+--------------------------------------+-------------------------------+
| > Research on Charter School         | University of Washington      |
| > Accountability                     |                               |
+--------------------------------------+-------------------------------+
| > Charter Schools and Students with  | Westat, Inc., and SRI         |
| > Disabilities                       | International                 |
+--------------------------------------+-------------------------------+
| > Schools and Staffing Survey        | American Institutes for       |
|                                      | Research                      |
+--------------------------------------+-------------------------------+
| > Evaluation of the Public Charter   | SRI International             |
| > Schools Program                    |                               |
+--------------------------------------+-------------------------------+
| > Study of Growth in Student         | Humphrey Institute            |
| > Achievement                        |                               |
+--------------------------------------+-------------------------------+
| > Charter School Finance Study       | American Federation of        |
|                                      | Teachers                      |
+--------------------------------------+-------------------------------+
| > Study of Competing Strategies for  | Michigan State University     |
| > Education Reform                   |                               |
+--------------------------------------+-------------------------------+
| ***Demonstration and other           |                               |
| projects***                          |                               |
+--------------------------------------+-------------------------------+
| > Cross Fertilization of Ideas and   | SRI International and the     |
| > Practices (Project #1)             | National Education            |
|                                      | Association                   |
+--------------------------------------+-------------------------------+
| > Cross Fertilization of Ideas and   | City on a Hill Charter School |
| > Practices (Project #2)             | (Boston)                      |
+--------------------------------------+-------------------------------+
| > Project Connect                    | North Carolina Public School  |
|                                      | Forum                         |
+--------------------------------------+-------------------------------+
| > Leadership Training (Project #1)   | South Eastern Regional Vision |
|                                      | for Education, Inc.           |
+--------------------------------------+-------------------------------+
| > Leadership Training (Project #2)   | Northwest Regional Education  |
|                                      | Laboratory                    |
+--------------------------------------+-------------------------------+
| > The Employer-Linked Charter School | Public Policy Associates      |
| > Project                            |                               |
+--------------------------------------+-------------------------------+
| > Charter School Teacher Fellowship  | Council for Basic Education   |
| > Program                            |                               |
+--------------------------------------+-------------------------------+

#   {#section-52 .unnumbered}

# Appendix K

# NEED FOR TECHNICAL ASSISTANCE IN PREPARING APPLICATIONS AND REPORTS

-   The evaluation team asked state charter school coordinators and
    leaders of charter schools that received PCSP money directly from ED
    about the availability and quality of the technical assistance they
    had received from the federal program offices and other sources.
    Exhibit K-1 summarizes survey responses on the need for technical
    assistance in both applying for PCSP grant and preparing an annual
    performance report. State grantees are referred to as "SEA" in the
    exhibit, and charter school PCSP recipients are labeled "Non-SEA."

-   As the data show, over half of state applicants reported that they
    need and received technical assistance with proposal preparation;
    fewer than half of the 14 charter school respondents indicated that
    they needed and received technical assistance in preparing their
    proposals.

-   At the reporting stage, there was greater similarity in between the
    responses of the two populations: only about one-third of all
    responding PCSP recipients reported the need for technical
    assistance at this juncture, and nearly all recipients who needed
    help received it. However, one-third of the state grantees either
    did not know whether assistance with reporting had occurred because
    respondents were new to the state coordinator position, or had not
    yet prepared their first annual report.

Exhibit K-1

NEED FOR TECHNICAL ASSISTANCE IN PREPARING APPLICATIONS\
AND REPORTS

+---------------------------------+-------+---------+------+---------+
| **Need for Technical            | **App |         | *    |         |
| Assistance**                    | licat |         | *Rep |         |
|                                 | ion** |         | orti |         |
|                                 |       |         | ng** |         |
+---------------------------------+-------+---------+------+---------+
|                                 | **    | **      | **S  | **No    |
|                                 | SEA** | Non-SEA | EA** | n-SEA** |
|                                 |       | (       |      |         |
|                                 | **(n= | n=14)** | **   | **(     |
|                                 | 38)** |         | (n=3 | n=14)** |
|                                 |       |         | 6)** |         |
+---------------------------------+-------+---------+------+---------+
| Yes, we needed and received     | 61%   | 43%     | 34%  | 36%     |
| this assistance                 |       |         |      |         |
+---------------------------------+-------+---------+------+---------+
| Yes, we needed this assistance  | 0%    | 0%      | 3%   | 0%      |
| but did not receive it          |       |         |      |         |
+---------------------------------+-------+---------+------+---------+
| No, we did not need nor receive | 32%   | 50%     | 31%  | 57%     |
| this assistance                 |       |         |      |         |
+---------------------------------+-------+---------+------+---------+

Note: Percentages do not total 100 because some grantees answered
\"don\'t know\" or had not yet prepared an annual report.

###   {#section-53 .unnumbered}

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### **CHAPTER 3 APPENDICES**

### 

### 

###  

#   {#section-69 .unnumbered}

# Appendix L

#  COMPLEXITY IN CHARTERING AUTHORITY

Although local school entities and states play an important role in the
charter school movement in each state, the specifics of charter granting
vary greatly from state to state. For example, in California and Texas,
two states in which local boards and the state board of education are
assigned roles in chartering, the exact relationships between the state
and locality are very different. In California, local boards charter and
send on their charter for an official "number" from the state, which is
essentially the state's stamp of approval. The state takes on the role
of chartering only in the case of an appeal and for the three charter
districts in the state. Contrast this approach with Texas, where local
boards can charter "campus" (or district conversion) charter schools
independent of the state. However, the State Board of Education can also
charter---and specifically charters open-enrollment or
start-up---schools. The two entities operating independently can
sometimes lead to confusion about relationships or overlapping
interests, since the state board may charter a school within the
boundaries of Houston Independent School District, for example, right
alongside a charter that has been authorized by the district itself.

These examples illustrate the challenges in grouping state approaches to
chartering into simple categories that do not reflect the true diversity
and complexity inherent in the chartering infrastructure. Exhibit L-1
represents an effort to sort states according to relevant ways of
viewing the state policy contexts and environments in which charter
schools develop. In describing the various state approaches to
structuring the authorizing system, there are several categories under
which states can fall:

-   **Single entity authority (local and state).** There are 15 states
    where the chartering authority is the purview of one type of agency
    only: local school boards or districts or a state entity. Ten of
    these states provide local school boards or districts with the
    authority to charter in the state. In two of these cases (ID, OR)
    the state board can also grant charters, but only when the local
    decision to deny the charter is appealed. In five other states, a
    state entity is the only authorizing agency. For the most part, this
    means that the state board of education authorizes the charter, but
    the SEA is often intimately involved in the review of applications
    and in many cases makes recommendations to the board. In one case
    (NJ), the State Commissioner is the sole authorizing agency.

-   **Multiple-entity authority (with independence or
    interdependence)**. In the remaining 23 states, more than one type
    of entity is permitted to charter. Relationships between the
    entities permitted to charter come in many forms. The first set of
    multiple-entity chartering states allow for each of the stated
    entities to charter [independently]{.underline} of each other. In
    other words, in Arizona, one of three states with an independent
    entity created for chartering (a fourth is in Pennsylvania, but is
    meant only for appeals), the State Board of Education charters
    independently from either the State Board for Charter Schools or the
    local boards.

The second set of multiple-entity chartering states often have complex,
[interdependent]{.underline} relationships between the entities that
charter. For example, in Minnesota, charter school authorizers include
the State Board of Education (which became defunct around the time of
the 1999 telephone survey), local boards, intermediate school districts,
universities and community colleges, and the chief state school officer.
However, in the past, all the Minnesota entities that were *not* the
state board submitted their granted charters to the state for
ratification. It is not clear who might play this ratification role now
that the state board has been dismantled. In another example of this
type, New York's charter school authorizers include the state board of
education (Board of Regents), the local boards, and the State University
of New York's (SUNY's) Board of Trustees. In this state, public school
conversions must go through their local boards; moreover, local boards
must pass all approved charters on to the state board for final
approval. Charter schools approved by SUNY, on the other hand, must
submit their charter to the state board, but the comments of the state
board are not legally binding, so in some ways SUNY has more authority
over the chartering process.

Exhibit L-1\
LOCAL, STATE, MULTIPLE INDEPENDENT AND INTERDEPENDENT ENTITIES,\
BY STATE

  ---------------------- ------------------------------------------------
  State                  Entities Permitted to Charter

  Single Entity - Locals 

  CO                     L

  KS                     L

  NM                     L

  NV                     L

  OK                     L, VTSD

  SC                     L

  VA                     L

  WY                     L

  ID                     L + SB on appeal

  OR                     L + SB on appeal

  PA                     L + IB^1^ on appeal

  Single Entity - State  

  HI                     SB

  NH                     SB

  NJ                     CSSO

  RI                     SB

  UT                     SB

  Multiple Entities,     
  Chartering Independent 
  of Each Other          

  FL                     L, U/C/C^2^

  MI                     L, ISD, and U/C/C^3^

  WI                     L, U/C/C^4^, M^4^

  CT                     SB, L

  DE                     SB, L

  LA                     SB, L + SB on appeal

  OH                     SB, L, C, U/C/C, M

  TX                     SB, L^5^

  AZ                     SB, IB^6^, and L

  DC                     SB, IB^7^

  PR                     IB^8^

  Multiple Entities,     
  With Interdependence   

  AK                     L with SB approval

  CA                     L, C, with SB approval + SB on appeal and SB for
                         charter districts

  IL                     L with SB approval + SB on appeal

  MO                     L, U/C/C with SB approval + SB on appeal

  NC                     SB, L and U/C/C with SB approval

  MN                     SB, L, U/C/C, CSSO, ISD + SB on appeal

  NY                     SB, L with SB approval, U/C/C^9^

  AR                     SB (L approve conversions before sent to SB)

  GA                     SB (L monitors, renews, and approves charters,
                         and is liable)

  MS                     SB (L approve before sent to SB)

  MA                     SB (L and teacher's union approve local charters
                         before sent to SB)
  ---------------------- ------------------------------------------------

> ^1^ Charter Schools Appeals Board
>
> ^2^ State universities with laboratory schools
>
> ^3^ Only public colleges and universities
>
> ^4^ Only applies to these entities in Milwaukee
>
> ^5^ Including "home rule" districts
>
> ^6^ State Board for Charter Schools
>
> ^7^ DC Public Charter Schools Board
>
> ^8^ Educational Reform Institute
>
> ^9^ SUNY Board of Trustees

#   {#section-70 .unnumbered}

# Appendix M

#  STATE LEGISLATIVE CAPS AND NUMBERS OF CHARTER SCHOOLS

As Exhibit M-1 illustrates, state caps can be grouped into three main
categories: no cap at all, statewide caps, and some other form of cap
that is not a statewide one.

-   **No caps**. These states did not have an annual or overall cap at
    the state, authorizer or school level.

-   **Total Statewide Caps**. The statewide cap category includes caps
    on (a) total number/percent of charter schools/charter school
    students in the state and/or on (b) total number/percent of charter
    schools/charter school students within a given region/district.
    These are seen as related since, in many cases, a total statewide
    cap can be calculated on the basis of regional or district caps.

-   **Other Caps**. The remaining states have either an annual or
    overall cap by type of authorizer or type of school. Caps on types
    of schools were geared primarily toward limiting the number of
    start-ups, although New Mexico's cap also includes conversions (five
    per year) as well.

It is significant that 12 states (32%) had no cap whatsoever. Two of the
states with no caps had some restrictions on chartering in the state,
though they did not fall into particular forms of caps. The Missouri
legislation effectively limits charter schools to the geographic areas
of Kansas City and St. Louis. Oklahoma legislation stipulates that
certain smaller districts are not eligible to charter.

Sixteen states (42% of our sample) currently report a total statewide
cap of some kind. Two-thirds of these states have 50 or fewer charter
schools in operation. In some cases, state legislation explicitly
outlines a cap on the total number of charter schools based on the
district or regional caps. For example, in Illinois, the law outlines a
cap of 45 statewide, with 15 in Chicago, 15 in the Chicago suburbs, and
15 in the remaining regions in the state. In other cases, states
reported a calculated effective cap based on the regional or district
caps (e.g., Florida calculated an effective statewide cap to be 950,
based on restrictions on the numbers of charters vis-à-vis the size of
the district). Total statewide caps ranged anywhere from 6 to 950
charter schools.

Ten states (26%) had other kinds of caps. Four states reported
[annual]{.underline} caps: Arizona, the District of Columbia, New
Hampshire, and North Carolina. Of these, however, at least one is being
automatically repealed in 2000 (New Hampshire). Ohio has a cap on the
number of charter schools that can be chartered by the State Board of
Education (75), though this will be raised to 125 in 2001.

Exhibit M-1

TYPES OF CAPS ACROSS STATES

+--------------+----------------+--------------------------------------+
| #            |                | # State                              |
|  Type Of Cap |                |                                      |
+--------------+----------------+--------------------------------------+
| No Cap (n =  |                | CO, CT, DE, GA, MN, MO, OK, PA, PR,  |
| 12)          |                | SC, WI, WY                           |
+--------------+----------------+--------------------------------------+
| Total        | Cap on total   | CA -- 250 + additional 100 per year  |
| Statewide    | number of      |                                      |
| Cap (n = 16) | schools or     | HI -- 25                             |
|              | total number   |                                      |
|              | of students in | ID -- 60 (12 per year for first 5    |
|              | state          | years)                               |
|              |                |                                      |
|              |                | KS -- 15                             |
|              |                |                                      |
|              |                | LA -- 42                             |
|              |                |                                      |
|              |                | MA -- 50                             |
|              |                |                                      |
|              |                | NJ -- 135\*                          |
|              |                |                                      |
|              |                | RI -- 20 (10 directed at at-risk     |
|              |                | youth); maximum of 6% of school-age  |
|              |                | population                           |
|              |                |                                      |
|              |                | UT -- 8                              |
+--------------+----------------+--------------------------------------+
|              | Reg            | AK -- 30 statewide, based on         |
|              | ional/District | regional caps of 10 in Anchorage, 5  |
|              | cap            | in Fairbanks, 3 in Matanuska-Susitna |
|              | (implicitly or | Borough, 3 in Kenai Peninsula        |
|              | explicitly     | Borough, 2 in City/Borough of        |
|              | creates an     | Juneau, and 7 in rest of state       |
|              | effective      |                                      |
|              | statewide cap) | FL -- district caps based on student |
|              |                | enrollment (effective statewide cap  |
|              |                | of approx. 950)                      |
|              |                |                                      |
|              |                | IL -- 45 cap statewide, based on     |
|              |                | regional caps of 15 in Chicago, 15   |
|              |                | in Chicago suburbs, 15 in rest of    |
|              |                | state                                |
|              |                |                                      |
|              |                | MS -- 6 statewide (preference of one |
|              |                | in each of 5 congressional           |
|              |                | districts + one in the delta region) |
|              |                |                                      |
|              |                | NV -- caps by size of county         |
|              |                | (effective cap of 21 statewide)      |
|              |                |                                      |
|              |                | OR -- total number of students in    |
|              |                | charter schools shall not be more    |
|              |                | than 10% of the district enrollment  |
|              |                |                                      |
|              |                | VA -- 2 per division (as of 7/2000,  |
|              |                | charter schools shall not exceed 10% |
|              |                | of total number of schools or 2,     |
|              |                | whichever is greater)                |
+--------------+----------------+--------------------------------------+
| Other Caps   | [Annua         | AZ -- 25 per year for State Board of |
| (n = 10)     | l]{.underline} | Ed; 25 per year for State Charter    |
|              | cap by type of | Schools Board (no cap on districts)  |
|              | authorizer or  |                                      |
|              | school         | DC -- 20 per year (10 per year for   |
|              |                | each of the 2 charter school         |
|              |                | authorizers)                         |
|              |                |                                      |
|              |                | NH -- 10 per year\*                  |
|              |                |                                      |
|              |                | NC - 100 per year statewide, 5 per   |
|              |                | year per district                    |
+--------------+----------------+--------------------------------------+
|              | Cap on type of | AR -- 12 start-ups total (3 per      |
|              | school         | congressional district)              |
|              |                |                                      |
|              |                | NM -- 15 start-ups, 5 conversions    |
|              |                | per year                             |
|              |                |                                      |
|              |                | NY -- 100 start-ups (50 by SUNY      |
|              |                | Board of Trustees, 50 by other       |
|              |                | charter school authorizers)          |
|              |                |                                      |
|              |                | TX -- 120 open-enrollment schools    |
|              |                | (start-ups) for State Board of Ed    |
|              |                | (open-enrollment schools with 75%    |
|              |                | at-risk do not count against cap)    |
+--------------+----------------+--------------------------------------+
|              | Other          | OH -- 75 per State Board of Ed       |
|              |                |                                      |
|              |                | MI -- 150 for universities; no       |
|              |                | single university may exceed 50% of  |
|              |                | 150.                                 |
+--------------+----------------+--------------------------------------+

\* Repealed automatically in 2000.

Sources: Year 1 state coordinator survey; legislative analyses (Hirsch,
2000); SRI legislative analyses.

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### **CHAPTER 4 APPENDICES**

### 

### 

###  

#   {#section-86 .unnumbered}

# Appendix N

# RELATIONSHIP BETWEEN THE AGE OF STATE LEGISLATION AND CHARTER SCHOOL AUTHORIZER VARIABLES

Although the charter movement overall is still quite young, the number
of states joining the movement since the first law was passed in
Minnesota (1991) has grown steadily in the past decade. As Exhibit N-1
below demonstrates, almost 40% of states (14 states and DC) got involved
in the charter school movement in the middle of the last decade (1995
and 1996), with the total number of states involved in charter schools
steadily increasing every year. As of September 1999, 36 states plus the
District of Columbia and Puerto Rico had charter school legislation in
place.

Exhibit N-1\
AGE OF CHARTER LEGISLATION

+-----------------------+-----------------------+-----------------------+
| **Early**             | **Middle**            | **Recent**            |
|                       |                       |                       |
| **1991 -- 1994        | **1995 -- 1996        | **1997 -- 1999        |
| (n=12)**              | (n=15)**              | (n=11)**              |
+-----------------------+-----------------------+-----------------------+
| Minnesota (1991)      | Alaska (1995)         | Mississippi (1997)    |
|                       |                       |                       |
| California (1992)     | Arkansas (1995)       | Nevada (1997)         |
|                       |                       |                       |
| Colorado (1993)       | Delaware (1995)       | Ohio (1997)           |
|                       |                       |                       |
| Georgia (1993)        | Louisiana (1995)      | Pennsylvania (1997)   |
|                       |                       |                       |
| Massachusetts (1993)  | New Hampshire (1995)  | Idaho (1998)          |
|                       |                       |                       |
| Michigan (1993)       | Rhode Island (1995)   | Missouri (1998)       |
|                       |                       |                       |
| New Mexico (1993)     | Wyoming (1995)        | New York (1998)       |
|                       |                       |                       |
| Puerto Rico (1993)    | Connecticut (1996)    | Utah (1998)           |
|                       |                       |                       |
| Wisconsin (1993)      | Washington, DC (1996) | Virginia (1998)       |
|                       |                       |                       |
| Arizona (1994)        | Florida (1996)        | Oklahoma (1999)       |
|                       |                       |                       |
| Hawaii (1994)         | Illinois (1996 )      | Oregon (1999)         |
|                       |                       |                       |
| Kansas (1994 )        | New Jersey (1996)     |                       |
|                       |                       |                       |
|                       | North Carolina (1996) |                       |
|                       |                       |                       |
|                       | South Carolina (1996) |                       |
|                       |                       |                       |
|                       | Texas (1996)          |                       |
+-----------------------+-----------------------+-----------------------+

##  Legislative Timing 

Exhibit N-2 illustrates the relationship between the age of charter
legislation and the types of entities permitted to charter schools,
their roles and responsibilities, and the types of reporting
requirements that are expected of charter school authorizers. Several
findings are interesting here. First, although states identify multiple
entities for chartering schools regardless of when legislation was
passed, the distribution across states differs depending on the year
passed. For example, in early states, the proportions allowing local
school districts, school boards, and state boards of education to
charter were comparable to one another. By contrast, states with recent
legislation are much more variable, and local school boards, state
boards of education, and universities have become more commonly included
in charter legislation. This trend is consistent with both federal
legislation and the thinking of charter school proponents, who argue for
the value of different types of charter school authorizer.

In the domain of roles and responsibilities, although virtually all
states require review of the charter document and student achievement,
there appears to be a trend over time that fewer states expect that
charter school authorizers will administer budgets or personnel, or
provide services to charter schools. Although these are only a small
portion of the charter school accountability picture, this finding seems
to reflect a trend toward less control being given to charter school
authorizers over time and, presumably, more freedom to charter schools
in these specific areas of responsibility. Third, with regard to
reporting requirements, an interesting---although not linear---pattern
emerges over time. For example, fewer states with recent legislation
require charter school authorizers and schools to report educational
programs or financial record keeping, whereas large majorities of those
from the mid-1990s require reporting in virtually all areas from
educational programs, to compliance, and student enrollment. In sum,
viewing the charter school movement against the backdrop of state
legislation yields quite a dynamic picture that is changing the contexts
in which charters operate over time.

Exhibit N-2\
RELATIONSHIP BETWEEN AGE OF CHARTER LEGISLATION AND CHARTER SCHOOL
AUTHORIZER VARIABLES

+----------------------------+-------------+-------------+-------------+
|                            | **1991-94** | **1995-96** | **1997-99** |
|                            |             |             |             |
|                            | **(n=12)**  | **(n=15)**  | **(n=11)**  |
+----------------------------+-------------+-------------+-------------+
| **Charter school           |             |             |             |
| authorizer Type**          |             |             |             |
+----------------------------+-------------+-------------+-------------+
| > Local school boards      | 50%         | 67%         | 82%         |
+----------------------------+-------------+-------------+-------------+
| > Local school districts   | 42%         | 20%         | 27%         |
+----------------------------+-------------+-------------+-------------+
| > State board of education | 50%         | 73%         | 64%         |
+----------------------------+-------------+-------------+-------------+
| > Universities and         | 25%         | 13%         | 27%         |
| > colleges                 |             |             |             |
+----------------------------+-------------+-------------+-------------+
| > Community colleges       | 25%         | 0%          | 9%          |
+----------------------------+-------------+-------------+-------------+
| **Roles/Responsibilities   |             |             |             |
| (% of states reporting     |             |             |             |
| that no charter school     |             |             |             |
| authorizers have these     |             |             |             |
| responsibilities)**        |             |             |             |
+----------------------------+-------------+-------------+-------------+
| > Administer the budget    | 45%         | 64%         | 78%         |
+----------------------------+-------------+-------------+-------------+
| > Administer personnel and | 45%         | 64%         | 60%         |
| > benefits                 |             |             |             |
+----------------------------+-------------+-------------+-------------+
| > Provide facilities for   | 27%         | 57%         | 60%         |
| > charter school(s)        |             |             |             |
+----------------------------+-------------+-------------+-------------+
| > Provide services         | 27%         | 38%         | 36%         |
+----------------------------+-------------+-------------+-------------+
| **Reporting Requirements   |             |             |             |
| (% of states requiring     |             |             |             |
| charter school authorizers |             |             |             |
| to report on these         |             |             |             |
| areas)**                   |             |             |             |
+----------------------------+-------------+-------------+-------------+
| > Educational program      | 80%         | 67%         | 27%         |
+----------------------------+-------------+-------------+-------------+
| > Financial record keeping | 60%         | 92%         | 36%         |
+----------------------------+-------------+-------------+-------------+
| > Compliance with federal  | 40%         | 91%         | 44%         |
| > regulations              |             |             |             |
+----------------------------+-------------+-------------+-------------+
| > Compliance with state    | 44%         | 90%         | 27%         |
| > regulations              |             |             |             |
+----------------------------+-------------+-------------+-------------+
| > Student enrollment and   | 80%         | 92%         | 36%         |
| > demographics             |             |             |             |
+----------------------------+-------------+-------------+-------------+
| > Student achievement      | 90%         | 86%         | 64%         |
+----------------------------+-------------+-------------+-------------+
| > Other student            | 67%         | 82%         | 40%         |
| > performance indicators   |             |             |             |
+----------------------------+-------------+-------------+-------------+
| >                          | 44%         | 64%         | 10%         |
| Governance/decision-making |             |             |             |
+----------------------------+-------------+-------------+-------------+

###  

## Types of Charter School Authorizers Allowed

As described earlier, the legislative decision establishing which
entities may charter schools and the roles and responsibilities of such
entities can have an important impact on the way the charter school
movement develops in an individual state. Exhibit N-3 below shows
variation in roles and responsibilities and reporting requirements in
light of the four categories of states in terms of charter school
authorizer type. In the area of roles and responsibilities beyond review
of charter documents and student achievement, states that allow local
entities only and those that allow multiple independent entities appear
to be less likely than other states to require charter school
authorizers to perform functions related to budget, personnel, or
services. Similarly, states that allow only local entities to charter
appear to be generally less likely to require reporting in most of the
reporting categories. Thus, it would seem to be consistent that states
that legislate greater local control of chartering also are less likely
to require specific responsibilities or reporting burden. This pattern
may reflect the belief that this type of decision is best accomplished
in the direct relationship between the authorizer and the individual
school.

Exhibit N-3\
RELATIONSHIP BETWEEN TYPES OF CHARTER SCHOOL AUTHORIZER ALLOWED AND
OTHER CHARTER SCHOOL AUTHORIZER VARIABLES

+---------------------------+---------+---------+---------+----------+
|                           | *       | *       | **M     | **       |
|                           | *Single | *Single | ultiple | Multiple |
|                           | Type of | Type of | Ent     | En       |
|                           | Entity  | Entity  | ities - | tities - |
|                           | --      | -**     | Indep   | Interde  |
|                           | Local** |         | endent\ | pendent\ |
|                           |         | **      | (       | (n=10)** |
|                           | **      | State** | n=11)** |          |
|                           | (n=9)** |         |         |          |
|                           |         | **      |         |          |
|                           |         | (n=6)** |         |          |
+---------------------------+---------+---------+---------+----------+
| **Roles/Responsibilities  |         |         |         |          |
| (% none)**                |         |         |         |          |
+---------------------------+---------+---------+---------+----------+
| > Administer the budget   | 43%     | 80%     | 46%     | 78%      |
+---------------------------+---------+---------+---------+----------+
| > Administer personnel    | 57%     | 80%     | 37%     | 67%      |
| > and benefits            |         |         |         |          |
+---------------------------+---------+---------+---------+----------+
| > Provide facilities for  | 38%     | 80%     | 36%     | 44%      |
| > charter school(s)       |         |         |         |          |
+---------------------------+---------+---------+---------+----------+
| > Provide services        | 33%     | 75%     | 27%     | 11%      |
+---------------------------+---------+---------+---------+----------+
| **Reporting Requirements  |         |         |         |          |
| (% yes)**                 |         |         |         |          |
+---------------------------+---------+---------+---------+----------+
| > Educational program     | 33%     | 60%     | 64%     | 75%      |
+---------------------------+---------+---------+---------+----------+
| > Financial record        | 38%     | 50%     | 30%     | 67%      |
| > keeping                 |         |         |         |          |
+---------------------------+---------+---------+---------+----------+
| > Compliance with federal | 43%     | 75%     | 67%     | 57%      |
| > regulations             |         |         |         |          |
+---------------------------+---------+---------+---------+----------+
| > Compliance with state   | 38%     | 67%     | 63%     | 50%      |
| > regulations             |         |         |         |          |
+---------------------------+---------+---------+---------+----------+
| > Student enrollment and  | 38%     | 80%     | 83%     | 75%      |
| > demographics            |         |         |         |          |
+---------------------------+---------+---------+---------+----------+
| > Student achievement     | 67%     | 100%    | 83%     | 78%      |
+---------------------------+---------+---------+---------+----------+
| > Other student           | 25%     | 75%     | 90%     | 63%      |
| > performance indicators  |         |         |         |          |
+---------------------------+---------+---------+---------+----------+
| > G                       | 13%     | 33%     | 42%     | 71%      |
| overnance/decision-making |         |         |         |          |
+---------------------------+---------+---------+---------+----------+

#   {#section-88 .unnumbered}

# Appendix O

# ROLES AND RESPONSIBILITIES OF CHARTER SCHOOL AUTHORIZERS, 

# AS REPORTED BY STATES

Exhibit 4-4 in Chapter 4 illustrates the frequency with which states
reported the following roles of charter school authorizers:

-   **Charter review and negotiation**. However varied charter school
    authorizers may be in type and other responsibilities, it is a
    logical and an unequivocal finding that virtually all charter school
    authorizers in nearly all states have a role in reviewing and
    monitoring charter documents. This responsibility presumably applies
    across initial application, charter award, ongoing monitoring and
    oversight, and renewal.

-   **Student achievement**. Concern about and the need for improved
    academic achievement are driving forces behind the charter school
    movement. Indeed, the notion of a contract to free schools from
    regulation in exchange for results in student learning is one of the
    charter movement's most powerful messages. Not surprisingly, charter
    school authorizers are required in most states (84%) to monitor
    student achievement (see Exhibit O-1). The implementation of this
    monitoring function is probably quite variable, since improvement in
    achievement can be considered from a multitude of perspectives
    (e.g., comparisons to state averages or nearby non-charter schools).

-   **Budget and personnel**. Most charter school proponents and
    operators would argue that budget and personnel functions are two of
    the most crucial areas over which a school should have flexibility.
    Because of the centralization of state financing systems, however,
    these may be the functions that are most difficult to disentangle
    from the existing system. More than half of the states reported that
    [no]{.underline} charter school authorizers were responsible for the
    administration of budget (60%) and personnel and benefits (56%). In
    certain states, this might be because different agencies are
    considered responsible; in others, it might be a point of
    negotiation.

-   **Facilities**. One of the most challenging start-up obstacles for
    many charter schools is locating appropriate facilities (Berman, et.
    al., 1998). However, providing facilities at free or reduced rent
    was not a requirement or high expectation of charter school
    authorizers in most states. In fact, approximately half of the
    states with smaller to medium-sized charter populations reported
    that no charter school authorizer was required to take on this
    responsibility. In the states with larger charter populations,
    assigning the responsibility to charter school authorizers was more
    likely, with over two-thirds of states reporting that some charter
    school authorizers were responsible for providing these options.
    Those reporting that responsibility for providing facilities varied
    indicated that, for the most part, this point was negotiated between
    the charter school authorizer and the charter school.

-   **Provide services**. States were asked whether charter school
    authorizers were responsible for providing services such as special
    education. The provision of services, particularly for special
    education students, has been complicated and sometimes contentious
    issue for charter schools (Ahearn, 1999). Lack of clarity about
    educational and financial responsibilities for students with
    disabilities has created difficulties for charter school authorizers
    and schools alike. The primary issue here relates to the higher cost
    of educating these students and the lack of resources on the part of
    many charter schools to serve them, despite their obligation under
    federal law to do so. Similar situations apply to assessment and
    transportation services. States' reported expectations for the
    provision of services such as special education were quite variable.
    None of the states with larger numbers of charter schools reported
    that all of their charter school authorizers were responsible for
    providing these services; most of these states reported that some
    were responsible and others were not, depending on the
    circumstances. Ten states reported that no charter school
    authorizers were responsible for providing these services. The basic
    point that states made was that, in the case of special education
    services, the picture of who is responsible is perfectly unclear.

In some states, state coordinators responded that "no" charter school
authorizers were responsible for functions like special education
services or providing facilities because the issue was not addressed
directly in the law, so official responsibility was unclear in that
state. More often, however, if a state did not assign the responsibility
to any of its charter school authorizers, it would mean that another
entity was responsible for those activities. More likely than not, the
responsible entity would be the charter school itself or, in some cases,
the local educational agency (where it is not the charter school
authorizer).

Exhibit O-1\
ROLES AND RESPONSIBILITIES OF CHARTER SCHOOL AUTHORIZERS,

AS REPORTED BY STATES

+-------------------------------------+----------+---------+----------+
| ###                                 | ###      | ###     | ##       |
|                                     | **All**  | **Some  | # **No** |
| ### **Role/Responsibility**         |          | Charter |          |
|                                     | ##       |  School | ##       |
|                                     | # **Char |  Author | # **Char |
|                                     | ter Scho | izers** | ter Scho |
|                                     | ol Autho |         | ol Autho |
|                                     | rizers** |         | rizers** |
+-------------------------------------+----------+---------+----------+
| Review, negotiate, and monitor the  | 97%      | 0%      | 3%       |
| terms of the charter document       |          |         |          |
| (n=38)                              |          |         |          |
+-------------------------------------+----------+---------+----------+
| Review and monitor student          | 84%      | 8%      | 8%       |
| performance in the charter          |          |         |          |
| school(s) (n=38)                    |          |         |          |
+-------------------------------------+----------+---------+----------+
| Administer the budget of the        | 15%      | 24%     | 62%      |
| charter school(s) (n=34)            |          |         |          |
+-------------------------------------+----------+---------+----------+
| Administer personnel and benefits   | 9%       | 34%     | 57%      |
| functions for the charter school(s) |          |         |          |
| (n=35)                              |          |         |          |
+-------------------------------------+----------+---------+----------+
| Provide facilities for charter      | 9%       | 43%     | 49%      |
| school(s) at free or reduced rent   |          |         |          |
| (n=35)                              |          |         |          |
+-------------------------------------+----------+---------+----------+
| Provide services (e.g., special     | 20%      | 46%     | 34%      |
| education) (n=35)                   |          |         |          |
+-------------------------------------+----------+---------+----------+

# Appendix P

#  STATE INFRASTRUCTURE FOR SUPPORTING CHARTER SCHOOLS

The individuals whom the evaluation team interviewed for the charter
school state coordinator survey were almost exclusively those identified
by the federal Public Charter Schools Program as the key charter school
contact in a state. They were, indeed, the most knowledgeable
individuals available for the questions that we had. However, there was
considerable variability among them in the degree to which they were
engaged with information about the charter school movement, the charter
schools in their state, the work of charter school authorizers, and the
status of charter school legislation. In some cases, the individuals
were brand new to their positions or in an "acting" position until a
charter school person could be hired. At many state educational
agencies, however, the \"charter school hat\" is a very small one. The
human resources that a state can or will devote to charter school
affairs will, in the long run, expand or circumscribe the state role in
development of the charter school movement.

SEAs allocated anywhere from a very small percentage of one person's
time to six full-time staff to charter school work. In some cases, but
particularly in states with larger numbers of charter schools, multiple
divisions of the SEA had became involved with charter schools at various
points and to various degrees. Respondents spoke of cross-discipline
teams reviewing applications or dealing with various questions from
planners or operators. A few states call on other state governmental
agencies far afield from education to provide technical assistance and
workshops on a wide array of topics, such as building codes and the
state auditing procedures, for charter school planners.

Size of the charter school population in the state seems to have an
impact on how many staff are allocated to support charter schools at the
state level. States with larger numbers of charter schools tended to
have multiple staff, and often a full program, addressing charter school
issues. Only one of the states with more than 50 charter schools had
fewer than two full-time-equivalent (FTE) staff (1.5). The average
number of staff was over 3 FTE among these states (excluding the one
state in the group with almost four staff overseeing multiple school
choice-related issues, of which charter schools was only one).

The number of charter school staff in states with between 10 and 50
charter schools ranged from a small portion of each of three people's
time to a portion of six staff people's time. The average for these
states with medium-sized charter school populations, excluding those
states with shared responsibilities across multiple programs (and no
assigned FTE, per se) was approximately 2 FTE.

Finally, states with very small charter school populations (fewer than
10) tended to have very few staff. Of the 16 states in this category, 5
had between 1 and 2 FTE staff. However, in Virginia (which has no
charter schools yet), an Office of Policy and Public Affairs employs
seven staff, all of whom are supposed to be knowledgeable about charter
school issues as well as a range of other educational issues. In fact,
many of the states with small numbers of charters are states where the
charter legislation has just recently passed. It was harder for these
states to estimate an FTE because they were still determining how and in
what ways they would be supporting charter schools.

States with single-agency chartering authority (either the state agency
or local agencies) tended to have smaller staff at the state level
working on charter schools. By and large, in states with local entities
as the only type of charter school authorizer, 1.5 FTE staff or fewer
worked on charter schools; in states with only the state as the charter
authorizer, 1 FTE staff or fewer worked on charter schools. In three
states (VA, PA, NJ), staff shared the responsibility of charter schools
across multiple staff within an office that covered multiple issues
besides charters (e.g., an Office of School Choice).

On the other hand, states with multiple entities permitted to charter
tended to have much larger numbers of staff working on charter schools.
For example, states with multiple entities chartering independent of
each other had the largest average of any of the groups of states, with
all having more than 1 FTE staff member working on charter schools. In
these states, the range of staff assigned to charters ranged from 1.75
to 6 FTE. The number of staff in states with multiple entities
chartering with interdependence ranged from fewer than 1 to 5 FTE. Three
states in this category (MO, NY, MS), did not estimate a percentage of
time, but maintained that multiple persons and divisions were involved
at any one point. One implication of the size of a state's charter
school staff and the degree to which their jobs are dedicated to charter
issues is the role that the SEAs may or may not play in holding charter
schools and/or charter school authorizers accountable for maintaining
their respective sides of the charter school bargain.

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