ANALYSIS OF CHARTER SCHOOL POLICY IN NORTH CAROLINA

USING THE KINGDON MODEL OF PUBLIC POLICY DEVELOPMENT

The purpose of this paper is to analyze North Carolina's educational policy regarding Charter Schools. The presented analysis uses Kingdon's (1995) model of public policy formulation and development.

In his discussion of the development of public policy, Kingdon (1995) reports that in order for public policy to develop their must first be a widespread public perception of a problem. The problem of failing schools fits that criteria. In this regard, Lashway (1999) reports that the nation in general has viewed our schools as deficient in teaching quality and student achievement for the last 40 years. Moreover, in North Carolina, failing schools have been of particular concern over the years (Edwards, 2000). Thus, the climate was and has been ripe for reform regarding this problem which is the second criterion Kingdon (1995) states leads to the development of a public policy.

With respect to policy, several alternative solutions have been proposed and implemented to correct the problem of failing schools both in the nation in general and in North Carolina in particular (McCary, Peel & McColskey, 1997). Formulated alternatives include downsizing, holding schools accountable for achievement, increased parent involvement in school programs, choice plans, and several other programs, projects, and reforms. One of these alternatives has been charter s

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ate. These schools are typically smaller than regular schools and have specific academic targets and themes upon which they focus as part of a contract with the chartering entity. According to the North Carolina Department of Instruction (2002), these schools commonly have a new curriculum approach to education. It is the Board of Education that is required to decide issues related to the operation of the Charter School including matters such as budgeting, curriculum, and operational procedures. The schools themselves are accountable to local boards of education for the purpose of ensuring compliance with laws and charter provisions. As to the general implementation of Charter Schools in the years since legislation approving these schools was passed, The North Carolina Department of Public Instruction (2001) reports that there are currently 96 approved charter schools operating in the State of North Carolina. Although, six years is a relatively short time to arrive at a definitive conclusion as to the impact of Charter Schools in terms of student learning, some data has been conducted. The North Carolina chapter of the League of Charter Schools (2001) conducted an evaluation of the effects of Charter Schools. The League state

Category: History - A