A r c h i v e d  I n f o r m a t i o n

Sponsorship (Chartering Authority
and Charter Organizers)

State legislation varies as to what person(s) or state agency may sponsor a charter school. A sponsor is the entity that approves the charter contract and is ultimately accountable for the school's existence. Charter school operators are responsible and accountable for the school's performance, and sponsors judge whether that performance merits continuation of the charter agreement.

Current legislation typically provides for the following sponsorship arrangements: Single sponsor (typically the local school district or state education agency); Two sponsors (usually the state education agency once the local school board approves, or, sometimes, the other way around); and Multiple sponsor ( including the school board, state education agency, public college, state university, state board for charter schools or, as in Milwaukee, a city government ).

Most states allow for a single sponsor, usually the local education agency. A few states allow for school district sponsorship subject to state education agency approval. Arkansas does the opposite state education agencies can sponsor charter schools with approval of the local education agency.

Limiting sponsorship to a school district potentially restricts creation of charter schools because there is little incentive for a district to create competition with itself. Requiring approval from two entities also restricts charter school activity. Allowing multiple sponsors most often encourages the formation of charter schools: if one sponsor denies the charter application, organizers are free to apply to another sponsor. Minnesota legislation also allows multiple sponsors, but does not require the charter school to be located in the sponsoring district.

Considerations:

Sponsorship of Charter Schools

1. Local education agency sponsorship only.

• School boards are in the business of managing and guiding school districts. All schools operating within district lines should be under the control of the school board. The school board is accountable to the community for schools under its jurisdiction.

• Because school boards are closest to parents, students and teachers, they should determine whether or not a charter school "best fits" with the district.

2. State education agency sponsorship only.

• The state board is the logical entity to oversee charter schools because it is farther removed from the schools and thus may be more neutral than the local education agency.

• In states that have statutory language giving the state board responsibility to oversee all education entities, the state education agency should sponsor charter schools.

3. Sponsorship by both state and local education agencies.

• If a charter applicant first gained sponsorship with the state, the local school board may want to be fully aware of what the applicant is considering, given that the charter school will be located in its district.

• Having both entities sponsor and monitor charter petitions is likely to increase the quality of applications.

4. Sponsorship by multiple sponsors (local and state education agencies, universities and community colleges, charter school board, local government).

• Universities (especially those with education departments) often are perceived as places where innovation occurs, so they are a likely charter school sponsor.

• When multiple sponsors are allowed, a charter commission could be created to administer and manage charter schools within a state. This neutral commission could provide a broader audience to oversee charter schools.

Charter School Organizers

In almost half the charter school states, there are no limitations on who can organize a charter school. The other half of the states require applicants to demonstrate school and community support for the charter school or mandate that certified teachers or administrators be included as applicants. States that allow only conversion schools limit the applicant pool to educators within that school (often requiring a set percentage of current teachers to show support for conversion to charter school status). While requiring a licensed educator to be an applicant may encourage the creation of a more thoughtful mission and curriculum, some policymakers argue this may curtail innovation because educators are perceived to be confined by traditional educational models.

Consider the following options:

1. Place no limitations on who can organize and apply for a charter school.

• Charter schools are intended to encourage parental and community involvement. Not restricting who can apply for and operate a charter school encourages greater involvement in public education by a larger cross-section of school communities.

• Noneducators may stimulate innovation because they have other work-related experiences that can be transferred to the new educational model in the charter school.

2. Set some limitations on who can organize and apply for a charter school.

• Mandating at least one licensed educator's involvement in designing the charter school is likely to create a more comprehensive and sound mission and curriculum for the proposed charter school.

• Mandating that members from certain groups be a part of the application facilitates increased knowledge about and involvement in public schools.

3. Only pre-existing public schools can organize and apply for a charter school.

• Educators in existing schools have the most knowledge about schooling; therefore, they have the best chance of overcoming obstacles during development and implementation.

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This page was last updated January 9, 2002 (jca)