Disparities in charter school resources—the influence of state policy and community

Recent findings show that students attending charter schools in the United States achieve at comparable or lower levels to those enrolled in regular public schools, perhaps due to uneven quality and disparities in the levels of resources acquired by charter schools. But little is known as to what state and local factors contribute to disparate levels of resources in the charter school sector. This article examines how local context, the charter school’s organizational form, and state policies may influence material and human resources obtained by charter schools and their capacity to innovate. We find marked differences among charter schools situated in different US states in terms of teacher qualities, student–staff ratios, length of the school day, and the propensity to unionize, drawing on data from the US Schools and Staffing Survey for the 1999/2000 school year. Charter schools rely less on uncredentialed teachers in states that more tightly regulate the sector, and state spending is associated with ...