Many parents leave traditional schools for charter schools because they aren't happy with what is going on in traditional classrooms.

A lack of individualized attention, unsatisfactory student progress, large class sizes and safety issues are top concerns, according to charter school parents surveyed in a report presented by the Utah Education and Policy Center at the University of Utah.

The study was launched this summer after the Legislature's Executive Appropriations Committee requested information regarding the purpose, authorization, governance and training associated with charter schools.

Lawmakers will be presented with the research today.

Since 1999 charter enrollment has grown exponentially — from seven schools to what will be 57 charter schools in operation next fall.

Lawmakers wanted to get a good look at how charters are operating — what is and isn't working — and evaluate what changes need to be made before allowing such growth to continue.

Last legislative session lawmakers imposed a cap, allowing the State Charter School Board to authorize only five new schools a year while leaders evaluated charters.

Andrea Rorrer, director of the Utah Education Policy Center, said there are no clear-cut issues and answers in the report, but it does highlight what areas need to be examined more closely.

"It was a mixed bag — the fact that findings are more complex than 'it should be this way, or it should be that way' is important because it tells us that we have a lot to learn about how charter schools should operate in the state," Rorrer said.

Her research team looked at surveys from more than 1,000 parents who have children in charter schools as well as those who left charter schools and returned to the public system. They also interviewed charter school leaders, charter board members and staff as well as district leaders.

According to the study, charter school leaders want increased and continuous support in finance, professional development, training and guidance.

But Rorrer said that could be helped by sharing notes with the traditional system.

Some study participants recommended the elimination of a "dual system" between charters and traditional schools. Suggestions included allowing charters to utilize district and state infrastructure for professional development and training.

That could possibly help to eliminate some adversarial relationships between charters and traditional schools, she said.

Other recommendations include controlling charter school growth.

"Most participants say primary consideration should be responsible growth — if we are going to expand charter schools, then it has to be with an infrastructure that supports those schools," Rorrer said. "Do we have the resources? The staffing? Are the things in place to ensure that they can be successful?"