How Texas charter schools measure success in relation to assessments and evaluations mandated by the State of Texas

Abstract

The purpose of this thesis was to study the assessment measures for student success utilized by charter schools in the State of Texas. This inquiry focused on the nature of the charter schools assessment instruments and continued to explore the conflicts between creative assessment instruments and state-mandated requirements. Through questionnaires completed by twelve Texas charter school administrators, schools were divided into three categories according to their individual means of assessment. Follow-up interviews are also utilized to assess the nature of conflict experienced between alternative evaluation instruments and the state requirements. The manner in which Texas charter schools who utilized their own measures of student success resolve conflicts with their measures is analyzed through descriptive analysis.