School's In: Federalism and the National Education AgendaGeorgetown University Press, 1. jun. 2006 - 222 sider For most of the history of the United States, citizens and elected officials alike considered elementary and secondary education to be the quintessential state and local function. Only in the past four decades, from Lyndon B. Johnson's signing of the landmark Elementary and Secondary Education Act of 1965 to George W. Bush's ambitious but controversial "No Child Left Behind" initiative, has Washington's influence over America's schools increased significantly. Today, many Americans have become more convinced that the U.S. government and the states should play an increasingly important role in the nation's schools. In School's In, Paul Manna looks over forty years of national education policymaking and asserts that although Washington's influence over American schools has indeed increased, we should neither overestimate the expansion of federal power nor underestimate the resiliency and continuing influence of the states. States are developing comprehensive—often innovative—education policies, and a wide array of educational issues have appeared on the political agenda at the state and national levels. Manna believes that this overlap is no accident. At the core of his argument is the idea of "borrowing strength," a process by which policy entrepreneurs at one level of government attempt to push their agendas by leveraging the capabilities possessed by other governments in the federal system. Our nation's education agenda, he says, has taken shape through the interaction of policy makers at national and state levels who borrow strength from each other to develop and enact educational reforms. Based on analyses of public laws, presidential speeches, congressional testimony, public opinion, political advertising, and personal interviews, School's In draws on concepts of federalism and agenda-setting to offer an original view of the growing federal role in education policy. It provides insights not only about how education agendas have changed and will likely unfold in the future, but also about the very nature of federalism in the United States. |
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... departments . Hence a double security arises to the rights of the people " ( Rossiter 1961 , 323 ) . Madison emphasized that dividing power would frus- trate leaders in any part of the compact who sought to control the nation . Interest ...
... Department of Education.3 Title II was composed of grants for purchasing instructional materials . The fo- cus of Title III was funding for a broad array of programs , generally called supple- mentary educational services . It was ...
... department , agency , officer , or employee to exercise any direction , supervision , or control over the curriculum , program of instruction , administration of personnel of any educational institution or school system , or over the ...
... Department of Education reported on these efforts . As part of the 1994 reauthorization of the ESEA , called the Improving America's Schools Act ( IASA ) , and another Clinton initiative known as Goals 2000 , the department evaluated ...
... Department of Education at http://www.ed.gov/ about / overview / budget / history / index.html ( accessed on June 13 , 2005 ) . 4. A federal role did exist prior to 1965 , even though it was quite scattered . Some of the more well ...
Indhold
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19 | |
Patterns of Federal Interest in Education | 47 |
Patterns of Federal Involvement in Education | 68 |
Borrowing Strength Federalism and Education Agendas | 86 |
Leaving No Child Behind in the American Federal System | 117 |
Borrowing Strength and Education Politics | 141 |
Setting the Agenda in the American Federal System | 165 |
Appendix | 175 |
References | 185 |
Index | 201 |
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