Rubrics as Frameworks for System-Level Improvement: Responses From Charter School Authorizers

• In Event: Marriott Roundtable Session 25
  In Roundtable Session: Dynamics of Local Educational Improvement

Abstract

This qualitative study examines the responses of charter school authorizers operating under a state-created rubric designed to improve compliance and quality practices. Using Honig's (2004) understanding of charter school authorizers as intermediary organizations, the study finds that while authorizers reported making some adjustments as a result of the rubrics, changes were largely procedural and just enough to meet the requirements of the rubric. Otherwise, the behavior did not change in significant ways, implying that rubrics alone may not be enough to engender significant, structural change within school systems.

Descriptors: charter schools, authorizers, system improvement

Authors

• Omotayo Adeeko, The Ohio State University

• Karen Stansberry Beard, The Ohio State University - Columbus

• Belinda Gimbert, The Ohio State University