The purpose of this pilot study was to explore the utility of an involvement and talent development framework in assessing the success of charter schools and their students. Focus group interviews were conducted with parent/guardians and teachers in four charter schools in Ohio. Teachers and parents mentioned the involvement of students, teachers, and parents and the growth in students’cognitive and affective talents as important indicators of school and student success. The study concludes that new approaches to the assessment of charter schools and their students need to reflect insiders’ perceptions of the importance of measuring involvement and talent development.
