One of the educational reform methods sanctioned under No Child Left Behind legislation is the development of charter schools (King, 2007). While many studies have focused on comparing the student academic achievement rates of charter schools to traditional public schools, little empirical research exists comparing student academic achievement rates between EMO and non-EMO elementary charter schools (King, 2007). To investigate if EMO elementary charter schools outperformed non-EMO charter schools based on the student academic proficiency rates in reading and mathematics as published on the Ohio School Building Local Report Card, a quantitative explanatory research study was completed. The study sample included a four-year secondary data examination of the student academic achievement proficiency rates in reading and mathematics for fourth-, sixth-, and eighth-grade. Three separate data analyses were performed to understand the relationships between the dependent variables and the independent variables (Field, 2009). The data analyses did not provide significant evidence to support that EMO elementary charter schools outperform non-EMO elementary charter schools in Ohio. While the findings were null, educational leaders can utilize the results of the study to develop strategies to maximize student learning, better prepare students for state-mandated standardized tests, and conduct future research in the evaluation of charter schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]