The Role of Charter School Boards in a Complex Accountability Environment

During the past two decades, the charter school has evolved from a theoretical concept into an educational model that is now being implemented in thousands of schools across the country. As of September 2004, nearly one million students were enrolled in more than 3,300 charter schools in 40 states and in Washington, D.C. (Lake & Hill, 2005). While the national percentage of public school students attending charter schools still remains small (approximately 2%), estimates are that the number of charter schools and the number of students attending charter schools will continue to grow steadily during the next 20 years. (Lake & Hill, 2005) With chartering as a remedial option for consistently failing schools under No Child Left Behind, we can also expect an increased focus on the efficacy and sustainability of charter schools as a school reform model in the years ahead. Given the atmosphere of increasing educational accountability from all levels of government, it is important to consider how charter schools manage the pressures and expectations placed upon them to demonstrate success. In most states where charter schools are growing in number, state charter laws require the establishment of a Board of Directors for each charter school before approving their charter. On paper, these Boards are the primary management apparatus and overseer of a charter school’s financial and academic success. Like other non-profit boards and boards of trustees for independent K-12 schools, colleges, and universities