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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... sometimes used federal education efforts to make general theo- retical claims about politics , including analyses of congressional behavior or gov- ernment reorganization ( Thomas 1975 ; Martin 1994 ; Radin and Hawley 1988 ) ...
... sometimes focusing on their work within specific government institutions , such as Congress , while at other times discussing policy entrepreneurship more generally ( Walker 1977 ; Ar- nold 1990 ; Baumgartner and Jones 1993 ; Schiller ...
... sometimes pass laws or spend money to address it . The policy agenda corresponds to this study's other key dependent variable , involvement . Chapter 4 describes variation in fed- eral involvement in education since the first ESEA ...
... sometimes distinguish between education as be- ing in the " national interest , " meaning all citizens and governments ( federal , state , and local ) should care about it , versus the degree to which it should be a federal re ...
... sometimes crowd the literature.3 Seeking more conceptually tight theories and explanations , several re- searchers have studied federalism by grounding their work in principal - agent models of federal - state interaction ( Chubb 1985b ...
Indhold
3 | |
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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