The usefulness of involvement and talent development theory in the assessment of charter schools and their students' success was studied as part of an effort to develop an assessment that would match the views of primary stakeholders (parents and teachers) more authentically. The research considered how parents and teachers define success in charter schools and their students and the nature of the involvement of students, teachers, and parents/guardians in charter schools. For this pilot study, four community charter schools in Lucas County, Ohio, were chosen to represent the different types of schools chartered in this County. Schools included a school for youth with multiple handicaps and behavior disorders, an elementary school emphasizing cooperation, a K-12 school for at-risk youth, and a college preparatory middle school and high school focusing on the performing arts. Focus group interviews were conducted with parents/guardians and teachers in each school, and many of their responses are reported. Interview data was complemented by classroom observation. The study found that the theory of involvement and talent development is useful in assessing the success of charter schools and their students. Student, teacher, and parent involvement, and both cognitive and affective talents were mentioned as indicators of charter school success. The results show that student performance on standardized tests is not the primary way in which charter school parents and teachers define success for the schools or their students. These results suggest that a more nuanced and comprehensive approach to defining and measuring the success of charter schools and their students is needed. (Contains 24 references.) (SLD)