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The Department of Education Charter Schools Program (CSP) provides grants to open or expand charter schools. Enrollment in charter schools that received CSP grants grew from 213,576 to 1,380,530 students from school years 2006-07 to 2020-21. This report examines (1) enrollment growth at new charter schools that received CSP grants compared to those that did not for 2006-2020 (the most recent available); and (2) enrollment differences in student subpopulations for charter schools receiving such grants compared to other charter and traditional public schools for 2011-2015 (the most recent available that could be matched). The US Government Accountability Office (GAO) reviewed the three main CSP grants intended to open or expand charter schools: (1) CSP State Educational Agencies/State Entities; (2) CSP Charter Management Organizations; and (3) CSP Non-State Educational Agencies/Developers. GAO conducted a multivariate statistical analysis to match CSP-grant recipient charter schools with similar non-CSP charter schools to compare enrollment growth. GAO conducted another statistical analysis to compare student subpopulation enrollment differences among CSP grant-recipient schools, non-CSP charter schools, and traditional public schools. GAO reviewed relevant federal laws, regulations, and documents and interviewed federal officials. GAO incorporated technical comments from Education as appropriate.

Charter schools are public schools established under charters, typically with state or local entities. In return for more flexibility and autonomy, charter schools must meet specific accountability standards. This briefing from the US Government Accountability Office (GAO) describes: (1) the challenges charter schools face when attempting to locate and secure facilities; and (2) select programs available to help charter schools address challenges when locating and securing facilities. To explore these topics, GAO conducted interviews with state, school district, and charter school officials in California and Colorado and with Department of Education (Education) officials, representatives of nonprofit organizations that provide financing to charter schools, and other stakeholders. They also reviewed agency documents, such as guidance documents on Education's two facilities-focused grant programs, and relevant federal and state laws, regulations, and policies. GAO's findings are not generalizable to all states, school districts, and charter schools. However, some of the challenges described are consistent with their 2000 and 2003 reports on challenges charter schools face when locating and securing facilities. For example, affording the purchase or lease of a school facility, finding available space to house a charter school, and ensuring that the space is suitable for students and staff. In this review, GAO also heard about challenges not previously reported, such as a lack of consistent support from local government and school districts for charter schools' facility needs. While challenges locating and securing facilities continue to persist, many states, including those covered by this review, have implemented programs that may help charter schools address them. For example, a 2019 report published by the National Alliance for Public Charter Schools noted that 18 states had per-pupil facility allowances that can be used to help cover some facilities expenses for charter schools. Enclosures include: (1) K-12 Education: Challenges Locating and Securing Charter School Facilities and Government Assistance. Briefing to the Republican Leader, House Committee on Education and Labor (August 2, 2021); and (2) Information on Programs for Charter School Facilities in Selected States and the Department of Education.

States use their accountability systems to identify low-performing schools, which can receive added support and are expected to improve. Alternative schools serve students whose needs are not met in a regular school. They often serve at-risk students who are struggling academically or behaviorally. Given this unique population, the Government Accountability Office (GAO) looked at how states hold alternative schools accountable. A review of 15 selected state accountability systems--used to assess all types of schools--found that all 15 include at least one indicator that research organizations and relevant studies considered useful in capturing alternative school achievement. The GAO also found a few states that, as part of their accountability system, adopted approaches to differentiate alternative schools when identifying them for support and improvement.

Research shows that students who experience discipline that removes them from the classroom are more likely to repeat a grade, drop out of school, and become involved in the juvenile justice system. This can result in decreased earning potential and added costs to society (lost tax revenue and incarceration). The Government Accountability Office (GAO) was asked to review the use of discipline in schools. This report examines: (1) patterns in disciplinary actions among public K-12 schools; (2) challenges selected school districts have with student behavior and how they approach school discipline; and (3) actions the Departments of Education and Justice have taken to identify and address disparities or discrimination in school discipline. GAO analyzed discipline data from nearly all public schools for school year 2013-14 from the Department of Education's Civil Rights Data Collection and interviewed federal and state officials, as well as officials from 5 districts and 19 schools in California, Georgia, Massachusetts, North Dakota, and Texas. GAO also reviewed federal laws and a non-generalizable sample of seven recently resolved federal school discipline investigations. Overall, black students, boys, and students with disabilities were disproportionately disciplined in public schools. These disparities were widespread and persisted regardless of type of disciplinary action, level of school poverty, or type of public school attended. The school districts reported changing their approach to discipline in order to address behavior challenges.