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Cover -- Half Title -- Title Page -- Copyright -- Dedication -- Contents -- Acknowledgments -- Abbreviations -- One: The Impossible Dream -- Two: A Vision of Equity, Excellence, and Assessment -- Three: The Conservative Imagination: States, Evidence, and Partisanship -- Four: A Semblance of Ideology: Parents, Private Schools, and Privacy -- Five: The Ghost of Education Future: Teachers, Tests, and Time -- Six: The Reverie of the Left: Foundations, Think Tanks, and Interest Groups -- Seven: Through a Glass Darkly: The Way Forward -- Appendix A: Key Organizations -- Appendix B: Timeline -- Notes -- Index.

One. The impossible dream -- two. A vision of equity, excellence, and assessment -- three. The conservative imagination : states, evidence, and partisanship -- four. A semblance of ideology : parents, private schools, and privacy -- five. The ghost of education future : teachers, tests, and time -- six. The reverie of the left : foundations, think tanks, and interest groups -- seven. Through a glass darkly : the way forward.

Out of many, one? -- Structuring democracy in American education -- Including Americans -- When equity isn't adequate -- Participation and the picket line -- Understanding history, understanding students -- Self-rule and structuring success -- Devolving the dilemma?

Intro -- Splintered Accountability -- Contents -- Tables -- Figures -- Acknowledgments -- Abbreviations -- Part 1 -- 1. Introduction -- 2. Autonomy and Scope in Government Agencies -- 3. Expectations for Scope-Seeking Agencies -- Part 2 -- 4. Historical Roots of State Involvement -- 5. Bringing Them to the Table: Managing Interests -- 6. Leading by Example: State Superintendents' Infl uence -- 7. Making New Friends: Institutional Turnover -- Part 3 -- 8. The View from the Dome: Legislative Salience -- 9. Budgeting for Success -- 10. Conclusions and Implications -- Appendix A. Historical Appendix -- Appendix B. Statistical Appendix -- Appendix C. A Note on the Sources -- Notes -- References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Z.

AbstractHow have charter schools in Wisconsin performed relative to traditional public schools? Two analyses provide an answer: First, a comparison of achievement test scores for students in Milwaukee charter and traditional schools from 1998 to 2002 for grades 3 through 10 finds a relative advantage for charter school students using fixed effects and first difference specifications. Second, a methodological approach new to the debate over performance in choice schools assesses schoollevel standardized tests in the fourth and eighth grades for 2000–01 and 2001–02. The results for fourth grade are generally favorable for charter schools; those for eighth grade are mixed. Overall, the results from these two analyses suggest that charter schools in Wisconsin are performing somewhat better than the traditional public schools from which they draw students. © 2007 by the Association for Public Policy Analysis and Management

Using an original and unique database of state charter school laws that we have developed, we analyze how state policymakers have incorporated two key values into state charter school laws: flexibility and accountability. We supplement this database with other state‐level measures to answer two specific questions: What factors influence the degree of flexibility and accountability in state charter school laws? How does the content of state charter school laws, and the different values those laws embrace, affect the formation of charter schools in the United States? Overall, we show that state political and contextual factors help account for the degree of flexibility, but not accountability, in state charter school laws. Further, we show that the degree of flexibility, accountability, and political and contextual factors influence the number of charter schools that form in the states.