This study was a quantitative, non-experimental research study that used correlational statistical methods for determining the relationship between a dimension of charter school law and academic performance. The purpose of the study was to identify if a potential relationship existed between charter school laws and academic performance so as to provide lawmakers quantitative evidence concerning the dimensions of charter school law that will likely lead to positive change in academic performance. Dimensions of charter school laws included rigorous oversight of charter schools, multiple types of authorizers, equitable funding, unrestricted growth, self-regulation of charter school operations, increased diversity in eligible applicants, and independent policies regarding staffing. Each dimension of charter school law was derived from one of three charter school tenets; accountability, competition, and autonomy. Each dimension was quantified using scored elements published by the Center for Education Reform (CER) in their 2008 ranking of state charter school laws. Academic performance was determined based upon 8^th grade test scores, in mathematics and reading, from 665 charter schools across 33 states during the academic year of 2007-2008. Charter school performance was determined for each state by measuring the difference in average test scores between charter schools and a demographically and geographically similar set of conventional schools. Of the 11 charter school law elements examined, only 4 elements, Number of Schools Allowed, Types of Charter Schools Allowed, Guaranteed Per-Pupil Funding, and Legal/Operational Autonomy showed at least one case where a correlation was statistically significant.