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008			201207b ||||| |||| 00| 0 eng d
100			_aFord, Michael R. _933602
245			_aBridging the Charter School Accountability Divide: Defining a Role for Nonprofit Charter School Boards
260			_bsage, _c2019.
300			_aVol 51, Issue 5, 2019(640-658 p.)
520			_aIn this article, we use originally collected survey data to determine how nonprofit charter school board members in the states of Wisconsin, Michigan, and Minnesota define accountability. We find that charter board members generally define accountability downward toward student achievement and staff performance, inward toward board performance, or upward toward authorizer compliance. We use the results of the survey to make a series of public policy recommendations to help charter school boards look outward in their accountability orientation as a means of addressing the calls for increased public accountability for the charter school sector. The results add practical value to policy discussions regarding charter school accountability and theoretical value to scholars studying public and nonprofit governance reforms.
650			_acharter schools, _933603
650			_a accountability, _932341
650			_a educational policy _932309
700			_aDouglas M. Ihrke _931951
773	0		_010744 _915403 _dSage Publisher, _tEducation and urban society
856			_uhttps://doi.org/10.1177/0013124517747365
942			_2ddc _cART