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 schools which were proposed as early as the 1990s (Collins, 1999). And all of these solutions were viewed as, to at least some degree, acceptable by educational authorities who implemented them and continue to evaluate each for success, acceptability of formulated solutions being another criteria required in Kingdon's model regarding the formulation and development of public policy.
In North Carolina, many of these strategies have been implemented, including charter schools. In...