By the end of 1994, 11 states had passed legislation authorizing charter schools. Following the argument that charter schools need to be autonomous, self-governing organizations to enhance their potential for high performance, this study explores legislative conditions that promote charter school autonomy. The study applies a conceptual framework of autonomy to assess variations among state charter school policies. 7he results suggest that state policies offer different levels of autonomy and thus charter schools will vary in their ability to innovate and in their potential for high performance. Differences in autonomy across charter school laws appear to be related to state political cultures and to the state's history of decentralization reform.
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