Poster #30 - Learning, Copying, or Competing? How The USA States Shape Charter School Accountability

• In Event: Saturday Poster Luncheon

Abstract

Charter school policies in the United States have evolved unevenly across states, reflecting distinct political, institutional, and policy-learning dynamics. While early research has focused on why states adopt charter school laws, less attention has been given to how accountability provisions within these laws change over time. This study addresses that gap by examining how policy diffusion shapes the evolution of charter school accountability across all the states in the USA. Understanding these dynamics is important because accountability structures directly affect educational equity, school performance, and public trust in charter systems. The central research question is: How does policy diffusion influence the strength and direction of charter school accountability policies over time? Building on policy diffusion theory, this study argues that states learn from the experiences of peer states, particularly in response to perceived successes or failures in charter school outcomes. At the same time, institutional contexts and governance structures shape how these lessons are adopted and implemented. This research uses a mixed-methods design. First, a longitudinal dataset of state-level charter school policies is constructed, covering key accountability provisions such as authorization standards, performance monitoring, and closure mechanisms. An “accountability strength index” is developed to measure changes over time within each state. Second, time-series analysis is used to assess whether changes in one state are associated with policy developments in peer or neighboring states. Third, qualitative policy document analysis is conducted to trace how policymakers justify reforms and reference other states’ experiences. Preliminary findings suggest that policy diffusion plays a significant role during early stages of charter policy development, as states adopt foundational accountability measures by learning from early adopters. However, over time, institutional factors, such as centralized governance in New York or market-oriented approaches in Texas, become more influential in shaping the depth and strictness of accountability systems. California demonstrates a hybrid pattern, balancing innovation with regulatory adjustments. These findings contribute to policy diffusion literature by highlighting the dynamic interaction between inter-state learning and institutional context. The study also has practical implications for policymakers, showing that simply adopting policies from other states may not yield similar outcomes without accounting for local institutional conditions. Ultimately, this research advances our understanding of how education policies evolve and how accountability can be strengthened to promote more equitable outcomes.

Author

• Marylin D Rozario, University of Texas at Arlington
  Presenting Author