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As a slowly-growing phenomenon in in the United States, the charter school movement seeks threads of autonomy by identifying defects to our current educational system and mitigating the situation with improvements to traditional school district norms and policies. The goal is to benefit the school's community the students, parents, and staff. Students can benefit from a K-8 or K-12 education that maintains consistency in instruction. Charter schools typically follow a definite methodological trajectory scientific exploration, or perhaps the arts. The approach is woven throughout the curriculum for the entire length of time a student attends. This consistency is feverishly driven by parent stakeholders for the sake of their children. For these parents, the charter school offers flexibility in creating a school calendar one that provides more elbow room for vacations and holidays - an opportunity to boast of uniqueness. Parent members also experience more informal opportunities to provide input into school policies and regulations. Consequently, charter schools find increased local support from parents who have been empowered by their increased participation in, and acceptance of a particular school philosophy.

Educators working in charter schools find that they resemble birds of a feather within an educational philosophy. Staffs are often recruited with common beliefs in mind, beliefs that conform to the overall tenets of instructional operation. In turn, teachers are offered opportunities to teach in a less-standards-based environment (that is, if it is not a standards-based charter school) and perhaps recover some of the lost instructional styles of the past. Charter schools are still bound by state accountability constraints regarding standardized assessments, but in most schools of this genre, testing is not the focus but a consequence of study. Staffs also experience fiscal autonomy from district guidelines in that they can re-prioritize their budgets based more on program needs and less on meeting program quotas.

Credit must be given to the activist groups of charter school parents and educators for their efforts and desires in developing charters that conform to their educational beliefs. In fact, they tend to take a very active role in stating their educational beliefs and realizing their dreams of a "righteous" school. They spend countless hours dedicated to school governance as a platform for their ideals.
Unfortunately, there are a very limited number

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