“States serving large numbers of at-risk and minority students, many of whom struggle to learn key subjects such as reading and math (Jencks & Phillips, 1998; National Assessment of Educational Progress, 2003), may move policymakers to try anything possible to increase these students’ chances of success. That would suggest an impulse to give charter operators maximum range to open and operate schools, while not binding them with rigid accountability provisions, which may hamper their ability to creatively address their students’ needs” (Manna, Shober, & Witte 570).