Charter Authorizing, Applications, and the Needs of Historically Marginalized Students - A Cross State Analysis

Oct 15, 2026

Charter school authorizers influence which charter schools open, where they open, and who is served, shaping access for historically marginalized students. The study applies principal agent theory to examine how the priorities and practices of nine authorizers intersected with charter school application content. Using interviews and application materials, the research finds variation across authorizers in equity orientations and in how these orientations are communicated to applicants.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages33

Reading Time1 h 23 min

AccessFree to download

Abstract

Keywords

Introduction

Definition of historically marginalized student populations

Role and variation of charter school authorizers

Research questions and conceptual framework

Charter Authorizing, Applications, and the Needs of Historically Marginalized Students: A Cross State Analysis Educational Policy 2024, Vol. 38(2) 287–319 © The Author(s) 2023 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/08959048231153596](DOI: 10.1177/08959048231153596)[ ](DOI: 10.1177/08959048231153596)[journals.sagepub.com/home/epx](journals.sagepub.com/home/epx) Katrina Bulkley 1, Amanda Lu2, Kate Meza Fernandez 1, and Alica Gerry3 Abstract Charter school authorizers shape which charter schools open, where they open, and who they serve. We draw on principal agent theory to investigate how the priorities and practices of nine authorizers intersected with charter school applications’ attention to the needs of historically marginalized students. Using data from interviews and applications, we find authorizers vary in orientations toward equity and the ways in which they signal that orientation to charter applicants. Our analysis suggests a robust relationship between authorizer mission and the content found in charter applications, demonstrating the influence of authorizing practices on the contents of charter school applications. Keywords charter schools, educational equity, governance 1 Montclair State University, NJ, USA 2Stanford University, CA, USA 3Tulane University, New Orleans, LA, USA Corresponding Author: Katrina Bulkley, Montclair State University, 1 Normal Avenue, Montclair, NJ 07043, USA. Email: [bulkleyk@montclair.edu](bulkleyk@montclair.edu) Introduction Charter schools serve substantial numbers of historically marginalized students. For the purposes of this study, the term historically marginalized student populations is defined broadly to include various traditionally oppressed groups that have been ignored, misrepresented, and even denied full participation and access to mainstream educational activities and resources. More specifically, we focus on students of color, culturally and linguistically diverse students, students with disabilities, and low-income students. As offall 2020 school year, charter schools served over 3.3 million children nationwide, of which 70% identified as students of color (Black, Hispanic, Asian/ Pacific Islander, American Indian/Alaska Native, or two or more races) compared to 54% of those in traditional public schools.1 Historically, charter schools have served a smaller proportion of students with disabilities than traditional public schools, but that gap has narrowed over time.2 There is limited knowledge about how the practices of the authorizers that approve those schools may shape the extent to which charter school operators attend to the particular needs of historically marginalized students and communities. Charter school authorizers are regulatory bodies, usually public, which oversee the approval of new charter schools and the regulation of existing charter schools. Some authorizers sole focus is on the task of authorizing, while authorizing is one of multiple roles for other authorizers. Despite this variation, the authorizer role has universal elements including managing charter school application processes (the focus of this paper), monitoring operating charter schools, and making charter renewal decisions. Henry and Dixson (2016) describe charter authorizing as “the central gatekeeping mechanism in the reproduction of charter schools”(p. 220). Henry (2019), building on this work, highlights how authorization practices have a critical impact on the set of charter schools available within a broader educational market. The limited research examining the intersection of equity and charter applications suggest that equity is not necessarily prioritized, and may in some cases be ignored, by application processes (cf. Garcia & Morales, 2016; Henry & Dixson, 2016) . We seek to understand the goals of authorizers around issues of equitable access,

FAQs

What role do charter school authorizers play in this study?

Charter school authorizers regulate approvals for new charter schools, monitor existing schools, and make renewal decisions. They also influence the application process that determines which schools open and who they serve.

How does the study examine authorizers’ equity priorities?

It uses principal agent theory to analyze how the priorities and practices of nine authorizers connect with what charter applicants emphasize in their applications. The study combines interview data with application content to assess how equity is signaled.

Which groups are included under historically marginalized students in the paper?

The paper defines historically marginalized student populations broadly, emphasizing students of color, culturally and linguistically diverse students, students with disabilities, and low-income students.

Oct 15, 2026

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