紐約市特許學校課責系統實施現況之探討   全文下載

An Exploration of the Implementation Status of New York City's Charter Schools and Accountability System

特許學校的觀念始於1970年代，1990年代特許學校運動風行，1991年明尼蘇達州政府首開先例通過特許學校法。美國目前有40州與華盛頓特區可設立特許學校，各州政府為監控各家特許學校的表現與品質，於是發展出一套課責系統，維持辦學績效與維護家長選擇權。本文旨在探討美國紐約市的特許學校經營與運作的制度與情形及其課責系統實施的現況。內文說明該市特許學校關於緣起、創設、授權、招生、人事招募、閉校等面向；課責系統執行的主要策略有紐約市政府教育局契約明訂的標準、年度實地考察與進步報告等方式，以掌握特許學校辦學表現與財政狀況。紐約高度發展表現導向的課責系統，有助於協助授權機關明辨學校發展的優勢與弱勢，而課責制度對於公共教育系統來說，具有興革與創新的力量，為全體學生把關教育品質。

The idea of charter schools was conceptualized in the early 1970s， and the charter school movement was popular in the 1990s. Until 1991， Minnesota State passed the first charter school law. So far， there are 40 states and Washington， DC which can establish charter schools in the U.S. In order to monitor the performance and quality of charter schools， those state governments then developed a accountability system to maintain school performance and the right of parent choice. This article mainly explores the management and operation system and status of New York City's charter schools and its implementation status of the accountability system. This illustrates charter schools' original development， creation， authorizers， enrollment， personnel recruitment， and closure; besides， it also makes a description of the implementing strategies of the accountability system. New York City has well developed its performance-driven accountability system， which helps the authorizers discern schools' strengths and weaknesses. Briefly， the accountability system has the power of change and innovation for public education system， and can check on the education quality for all students.