Despite increasing enrollment rates among Great Lakes state charter schools, a growing body of research acknowledged the disproportionate number of charter school closures experienced by a marginalized student population. The purpose of this qualitative comparison case study was to examine whether inequities existed in the contract renewal process used by resident charter authorizers. Critical race theory (CRT) was the conceptual framework for the study. Data were collected from semistructured interviews with nine participants (three interviewees per each higher education authorizer [HEA]) and HEA closure data and documents to address the use of processes and criteria to recommend contract renewal or termination and to examine inequities that may have appeared among marginalized charter school populations during the renewal process. Although no charter schools closed during the previous 5-year period, the study identified strong, consistent practices and beliefs among the HEAs, including holding charter schools accountable using the state's legislative expectations, guidelines for additional academic progress, and financial solvency. Findings also showed that counter-storytelling and interest convergence were two CRT tenets that emerged as potential systemic consequences of predetermined accountability measures. Findings may inform positive social change through local practices of charter school authorizers that may impact school operations by including a whole-child approach as a nonacademic focus supported by state educational initiatives. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]