The study followed a quantitative design, in which participating parents (n = 136) completed the School Quality Survey, a questionnaire designed by the researcher. The study examined the differences in perceptions in terms of the quality of the instructional programs, support for student learning, school climate, and parent-school relationships. An independent samples t-test was used to compare perceptions across school types. Analysis of variance (ANOVA) was used to determine mean differences across the survey dimensions and descriptive statistics. Where there were statistically significant mean differences, Tukey-Kramer post hoc testing was conducted to determine where the differences are located. Cross tabs were also run to show the relationship between two or more survey questions. The study found that parental perceptions of school quality were statistically significantly higher for parents of traditional school parents than for public charter school parents in the following areas: school climate and parent-school relationships. Public charter school parents' perceptions were statistically significantly higher for the quality of instructional programs dimension compared to that for traditional school parents. Furthermore, parental perceptions regarding support for student learning did not differ significantly between the two groups (traditional school parents and public charter school parents). Recommendations for future study include conducting a more diverse population across all eight zones within the city and provide more opportunities for parents to be a part of the decision-making process. The public school system may also consider a marketing campaign and melding both perspectives of public charter and traditional schools to attack and maintain enrollment. [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.]