to success in achievement outcomes appears to miss-assign function to which is the test assessment score as being the only primary determinant in theoretical best practice. Indeed this work shows that test score is not the only determinant on which to rely for accurateness in the outcome. In fact the charter schools offer something to education that is inherently sufficient for the demands placed in structural terms to support the need in diverse collaboration and functional cooperation that adapts to the population within and around it.
             This work will through a review of available literature, reports, and statistical-data published that will allow comparison between outcomes of charter and public schools critically through qualitative means attempt to enter the debate as to whether charter schools are superior to traditional public schools and if so then why are they more successful. The measures of this success will be based on what parents, children, and teachers who support the charter schools based success from their perspective.
             In the National Assessment of Educational Progress (NAEP) - Executive Summary Report for 2003 reports that in terms of achievement in the area of 'average scores': Charter School students as compared to students in regular public schools had "lower achievement both in grade 4 (six scale points lower in math, seven scale points lower in reading) and grade 8 (five points lower in math, two points lower in reading)" Except for the reading in grade 8 these results are stated to be 'significant'. In the area of achievement levels it is stated that: "In grades 4 and 8 and both in math and reading, the percentages of charter school students performing at or above Basic and at or above Proficient were lower than the corresponding percentages for regular school students" (NAEP, 2003).
             According to the National Education Association work entitled: "Charter Schools Show No Gains over Public Schools" states t...