ABSTRACT
School choice is frequently referred to as a powerful engine for creating the constitutive elements of the parent-school community (Bryk, Lee, & Smith, 1990; Smrekar & Goldring, 1999). For example, much charter school research reveals higher levels of parent satisfaction and parent involvement compared with traditional public schools (Bifulco & Ladd, 2005; Bulkley & Fisler, 2003). This is consistent with the theory that charter schools will be more responsive to parents because they are accountable to them as “consumers.” Charter schools also have more flexible school structures that should mitigate the barriers large bureaucracies often build between parents and schools (Seeley, 1993).
