Abstract
In this chapter I look at charter school implementation nationally using the 1999–2000 Schools and Staffing Survey (SASS). I focus on a key component of the policy talk related to charter school reform, accountability. As the analysis of the statements of legislative intent in chapter 1 illustrated, while many policymakers saw charter schools as a method of increasing accountability in public education, they rarely specified (1) who schools should be accountable to and (2) how schools should be held accountable (see also Bulkley, 2001; Fusarelli, 2001; Wells et al., 2002). I begin by first considering how researchers have understood charter school accountability, and how these conceptualizations of charter school accountability overlap with a framework for analyzing performance accountability.
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© 2009 Jeanne M. Powers
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Powers, J.M. (2009). The Relationship Between Policy Talk and Implementation. In: Charter Schools. Palgrave Studies in Urban Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230622111_7
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DOI: https://doi.org/10.1057/9780230622111_7
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-37354-3
Online ISBN: 978-0-230-62211-1
eBook Packages: Palgrave Social & Cultural Studies CollectionSocial Sciences (R0)