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NEPC Review: Charter School Autonomy: A Half-Broken Promise (Thomas B. Fordham Institute and Public Impact, April 2010)

This report concludes that autonomy is a prerequisite for innovative and effective charter schools to emerge. Especially important is freedom from external bureaucratic control. Yet there is nothing in this report that addresses levels of autonomy in relationship to financial performance, resource allocation practices, academic results, and other key school characteristics and outcomes. Beyond anecdotal evidence, the authors fail to empirically demonstrate whether and how authorizers’ constraints have had an adverse impact upon any of the examined four key areas of school autonomy: staffing, instructional programming, governance, and culture.

Suggested Citation: Gulosino, C. (2010, May 26). Review of "Charter School Autonomy: A Half-Broken Promise." Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved [date] from

Document Reviewed:

Charter School Autonomy: A Half-Broken Promise

Dana Brinson and Jacob Rosch
Thomas B. Fordham Institute and Public Impact