[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588066-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588066-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","washington-state-board-of-education-charter-school-qualitative-data-project-report-december-29-2025","Washington State Board of Education - Charter School Qualitative Data Project Report - December 29, 2025","","Washington State Board of Education Charter School Qualitative Data Project Report (December 29, 2025) examines what shapes Washington’s charter school experience through online surveys, focus groups, and interviews with students, parents/caregivers, and educators during the 2025–2026 school year. The analysis addresses how perceptions differ from policy realities and synthesizes qualitative themes. Findings highlight small class size and a strong sense of community, improved learning opportunities, supportive climate, and safety, alongside key challenges: funding shortages, workload and stress from high expectations, and impacts of staffing and resources.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/washington-state-board-of-education-charter-school-qualitative-data-project-report-december-29-2025/588066/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/washington-state-board-of-education-charter-school-qualitative-data-project-report-december-29-2025/588066.png","ImageObject",300,407,{"name":42,"@type":43},"Bintang","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What data sources were used in the project report?","Question",{"text":63,"@type":64},"The report used online survey data, focus group input, and interviews with Washington charter school stakeholders including students, parents/caregivers, and educators.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What positive aspects do participants most often associate with charter schools?",{"text":68,"@type":64},"Participants most often cited a distinct sense of community and personalized learning supported by smaller enrollment and smaller class sizes, along with improved educational opportunities such as academics, mentoring, and hands-on activities.",{"name":70,"@type":61,"acceptedAnswer":71},"What challenges were identified as the biggest issues?",{"text":72,"@type":64},"Perceived funding issues were the biggest challenge, including effects on staff pay and turnover, limited transportation, fewer extracurricular and elective options, insufficient classroom resources, and difficulties supporting IEP implementation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588066,1792190249,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Washington State Board of Education  \nCharter School Qualitative Data Project Report December 29, 2025  \nEXECUTIVE SUMMARY  \nWhat defines Washington’s charter school experience?  \nStrobel Consulting collected online survey, focus group, and interview data from Washington charter school stakeholders (students, parents/caregivers, and educators) during the first of half of the 2025-2026 school year. The data is intended to provide the Washington State Board of Education (SBE) with a deeper understanding of stakeholder perceptions regarding their charter school experience. While the SBE collects data and reports annually on the performance of the state's charter schools, including a comparison of the performance of charter schools to their other public school counterparts, the analysis has been limited to comparisons of quantitative metrics collected in the Washington School Improvement Framework (WSIF). While statistically significant differences in performance between charter and other public schools have been noted each year, those differences are relatively small, and the Board identified a need to add an analysis of qualitative information to provide a more holistic understanding and nuanced insights into the existing data and explore the experiences of students, families, and educators served by Washington’s charter schools.  \nIt is important to note, that while data collected as part of this project reflects the perceptions of participating respondents, it may or may not accurately reflect current state or local policy. Potential discrepancies between the perceptions of respondents and current state or local policy does not make such findings inaccurate. Rather, these types of findings are crucial, because they highlight current challenges in communication, implementation, and policy perception. If we want to truly understand the perspective of charter school stakeholders, then their perception of the truth, or what is true for them, is a deeply meaningful finding.  \nThe following key findings are based on data collected from online surveys, focus groups, and interviews:  \n1. Teacher /staff to student ratio, including smaller class sizes and overall enrollment at some public charter schools, is both a positive and challenging aspect of the charter school experience. On one hand, many positive key findings are specifically related to a perceived higher teacher/staff to student ratio, lower enrollment and reported smaller class size (sense of community, customized learning, individual attention from teachers and support staff, etc.), while at the same time, many of the biggest perceived challenges reported also arise from smaller enrollment and class size (lack of funding, lack of extracurricular activities, lack of transportation, less anonymity, lack of staff to implement Individualized Education Programs (IEPs), minimal electives, etc.).  \n2. Overall, participants reported that the most positive attribute of the charter school experience is a distinct sense of community. Smaller total enrollment and smaller class size allows for personalized learning experiences where students feel “seen” by adults and peers who “genuinely care” about them. This includes opportunities for customized learning where learning challenges are quickly identified, and necessary supports and interventions are provided, helping students stay on track and ensuring they aren’t,“lost in the shuffle”. Staff expressed a sense of working as a team, and students shared that they felt a strong connection with their peers, teachers, and counselors.  \n3. In general, all types of participants indicated that they feel their charter school offers better educational opportunities including academics, mentoring opportunities, prevalence of hands on learning activities,  \naccess to advanced classes, better preparation for post-graduation, and higher academic expectations in general, though students also cited higher academic expectations as a challenge (see 6. be","cbCaicq7FoeRceKx","https://ap.wps.com/l/cbCaicq7FoeRceKx","pdf",635193,44,"English","# Executive Summary\n## Purpose and data sources\n## Key findings\n## Challenges and implications","[{\"question\":\"What data sources were used in the project report?\",\"answer\":\"The report used online survey data, focus group input, and interviews with Washington charter school stakeholders including students, parents/caregivers, and educators.\"},{\"question\":\"What positive aspects do participants most often associate with charter schools?\",\"answer\":\"Participants most often cited a distinct sense of community and personalized learning supported by smaller enrollment and smaller class sizes, along with improved educational opportunities such as academics, mentoring, and hands-on activities.\"},{\"question\":\"What challenges were identified as the biggest issues?\",\"answer\":\"Perceived funding issues were the biggest challenge, including effects on staff pay and turnover, limited transportation, fewer extracurricular and elective options, insufficient classroom resources, and difficulties supporting IEP implementation.\"}]","Washington State Board of Education - Charter School Qualitative Data Project Report - December 29, 2025 | PDF",1792064460,111]