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Building a Plane While Flying It: Early Lessons from Developing Charter Schools by Noelle C. Griffin & Priscilla Wohlstetter — 2001There has been a rapid increase over the past nine years in both the number of charter schools in the United States and the enthusiasm for the concept among legislators, educators, and the general public. Although high quality teaching and learning have always been key goals of those who have designed and supported charter schools, most research about charter schools has not addressed the instructional and organizational issues associated with creating high quality educational programs. For this article, the authors investigated 17 charter schools focusing on key instructional and organizational practices that charter schools established in their start-up years. The authors identified three major categories of issues the schools dealt with that cut across all sample charter schools: developing curricular and instructional programs, developing a meaningful accountability system, and developing management/leadership systems. In each of these areas, charter schools displayed both strengths that supported their development and challenges that seemed to impede their progress. The authors conclude with recommendations for further research.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- On Becoming College Prep: Examining the Challenges Charter School Staff Members Face While Executing a School's Mission
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- Profiting From Public Education: Education Management Organizations and Student Achievement
- Time to Stop and Rethink Charter Schools
- Spin Cycle: How Research Is Used in Policy Debates: The Case of Charter Schools
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- Brilliant, Bored or Badly-Behaved?: Media Coverage of the Charter School Debate in the United States
- A Light Shines in Harlem: New York's First Charter School and the Movement It Led
- Getting to Scale: Ideas, Opportunities, and Resources in the Early Diffusion of the Charter Management Organization, 1999–2006
- Teacher Working Conditions, Teacher Commitment, and Charter Schools
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- Noelle Griffin
University of Southern California
E-mail Author
Noelle C. Griffin is associate director of the Center on Educational Governance at the University of Southern California, which conducts research on alternative ways of managing schools to improve school performance. She co-authored, with Priscilla Wohlstetter, Creating and Sustaining Learning Communities: Lessons from Charter Schools (1998).
- Priscilla Wohlstetter
University of Southern California
Priscilla Wohlstetter is Professor of Education and Public Policy and director of the Center on Educational Governance in the Rossier School of Education at the University of Southern California. She is co-author, with Kerri L. Briggs, of “Key Elements of Successful School-Based Management Strategies” (Journal of Education Finance, forthcoming).
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