3 True to a Large Extent. a) Charter schools have the ability to operate as legally and financially autonomous institutions.

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1 Page of 6 Charter School Authorizer Study - What Do SAMPLE STATE Charter School Observers Think? Part I. State-level Charter School Policy Environment Choose the one which best describes your role in your state's charter school world. Charter School Association Staff, Resource Center Staff, or Other Technical Assistance Provider. Legislator or Other Elected Official. State Agency or Legislative Staff. University or Other Outside Researcher. Other, Please Specify: Please rate the extent to which the following is true for "charter schools as a whole" in your state. a) Charter schools have the ability to operate as legally and financially autonomous institutions. b) Charter school applicants have access to one or more authorizers who will make decisions on the merits of the proposal, not based upon politics. c) There are ample opportunities for those with quality proposals to obtain charters. d) There is a well-developed charter school network or association. e) There is adequate access to technical assistance or resource center support, for those starting or operating charter schools. f) There are a sufficient number of "contract services" available to meet charter schools' various needs (e.g., accounting; special education). /6/0

2 Page of 6 Please continue rating the extent to which the following seem true for "charter schools as a whole" within your state. a) There is a charter "friendly" state department of education. b) There is sufficient political support for charter schools. c) There is acceptance of charter schools by local school districts. d) There is sufficient understanding among parents and the general public as to what charter schools really are. e) The state has in place a comprehensive school-based report card/accountability system for all of its public schools (including charters). Part II: Charter School Authorizer Practices. (Note: For this section, please refer to what is happening "as a whole" within your state, especially among authorizers that oversee the vast majority of charter schools.) Please indicate the extent to which the following is true about the "charter application" process. a) Comprehensive application packets are easily available (e.g., mail, on-line). b) Efforts are made to get application information to a broad range of potential applicants. c) Detailed application timelines exist. d) Applicants are provided a clear set of approval criteria, including a written rubric or scoring scale. e) Informational meetings are held for interested applicants. f) Specific technical assistance is provided and/or referrals made to technical assistance providers. /6/0

3 Page of 6 How about the following "application review and approval" elements? a) Multiple reviewers are used, including experts in key content areas (e.g., finance, curriculum). b) Applicants who have met at least a pre-defined baseline score are provided an opportunity to provide additional information. c) A consistent policy exists on how to handle any outside concerns about specific applications (e.g., issues raised by surrounding districts). d) For schools that are approved, executive summaries or access to their full application proposals are made available to the public in a timely fashion. e) For those denied, applicants receive written information identifying key weaknesses. f) An adequate preparation period exists between the date approvals are granted, and when schools open. g) The overall application review and approval process is non-political, and truly focuses on the quality of the applications. 6 What about the about the current "formal review and/or contract renewal" processes (i.e., when decisions are made regarding continuation or renewal of a school's charter)? a) There is a clear set of written criteria for formal review and renewal, against which schools are measured. b) Renewal decisions are based in large part on progress schools make toward specific student achievement goals. c) A process exists for notifying poor performing schools, which allows time for such schools to attempt to remedy problems. d) Specific provisions exist for actually closing a school if warranted /6/0

4 Page of 6 (e.g., reallocation of students and assets). e) Schools may appeal or seek a hearing regarding authorizer's decisions. f) Adequate detail exists within the written charter school contracts so that schools know what they are being held accountable for. g) Overall, a quality process allows revocation or non-renewal of schools not meeting agreed-on goals for student learning and other outcomes. 7 How well are authorizers being transparent about, and accountable for, the work they are doing as depicted by the following activities? a) All key authorizer policies and formal decisions are readily available to the public (e.g., posted on web). b) Authorizers are required to make periodic reports to the legislature or other state policy body. c) The state auditor general or other oversight body periodically examines the work of authorizers. d) The media in our state make it a point to know what's going on, and report on authorizer actions frequently. e) Authorizers are formally evaluating the effectiveness of their key authorizing practices (or have already done so). f) Authorizers publish regular reports regarding progress made by each of the schools they oversee. 8 Overall, to what extent are the following statements true about charter school authorizers in your state? a) Authorizers have demonstrated the ability and willingness to make difficult decisions (e.g., charter revocation if necessary). b) They have found the right balance between "a rigorous upfront /6/0

5 Page of 6 approval process" and "giving schools the chance to open, and possibly demonstrate success." c) They have created systems that hold schools accountable without micromanaging them or burdening them with excessive requirements. d) They work to shield schools from red tape and excessive procedural compliance. e) They seek charter applications to meet identified market gaps (e.g., high schools; schools similar to those with long waiting lists). f) They advocate for the charter school movement in our state. g) They have in place a good oversight system, collecting essential information in a consistent and transparent manner. 9 Please "grade" how well the overall job of authorizing is going in your state. Think about whether quality application and oversight processes exist, and whether decisions are based upon merit (rather than politics). A B C D F 0 Since this survey was developed for use across multiple states, many aspects of "authorizing" as it relates to your state were probably not covered. Please feel free to offer any comments about the job your charter school authorizers are doing, or other aspects of the overall charter school movement in your state. Part III. Individual Authorizer Practices. (Note: although this study is about authorizer practices as whole within a state; it is important to get some sense of the consistency across authorizers, and how well the major ones are perceived as doing their jobs. Please rate the "consistency" across major authorizers (i.e., those overseeing or more charter schools each). Not Consistent At All Somewhat Consistent Great Consistency /6/0

6 Page 6 of 6 a) Comprehensive application materials and process. b) Non-political approval process. c) Thorough oversight and accountability activities. d) Focused on quality schooling (i.e., in it for the "right" reasons). Finally, please grade each of the following major authorizers in reference to the overall job they are doing. A B C D F 6 Major Authorizer Name # Major Authorizer Name # Major Authorizer Name # Major Authorizer Name # Thank You for Your Input! Click the "Submit" arrow to send your answers and proceed to the next page in the survey. /6/0