Elizabeth Rose
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195395075
- eISBN:
- 9780199775767
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195395075.003.0004
- Subject:
- History, American History: 20th Century
The education reform movement of the 1980s drew preschool closer to the world of public education, leading to the spread of public pre‐kindergarten programs. Research on the long‐term benefits of ...
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The education reform movement of the 1980s drew preschool closer to the world of public education, leading to the spread of public pre‐kindergarten programs. Research on the long‐term benefits of quality preschool for disadvantaged children put preschool education on the national agenda of K‐12 education reform and bolstered the fortunes of the Head Start program. At the same time, advocates also pushed child care back onto the federal agenda, prompting unprecedented political debate over children's policy and securing a new federal commitment to supporting child care for low‐income families. Some reformers urged bringing preschool “into the education tent,” seeing the public K‐12 system as a more secure home for early childhood education. Nevertheless, the relationship between private providers and public school educators was often marked by mistrust and competition.Less
The education reform movement of the 1980s drew preschool closer to the world of public education, leading to the spread of public pre‐kindergarten programs. Research on the long‐term benefits of quality preschool for disadvantaged children put preschool education on the national agenda of K‐12 education reform and bolstered the fortunes of the Head Start program. At the same time, advocates also pushed child care back onto the federal agenda, prompting unprecedented political debate over children's policy and securing a new federal commitment to supporting child care for low‐income families. Some reformers urged bringing preschool “into the education tent,” seeing the public K‐12 system as a more secure home for early childhood education. Nevertheless, the relationship between private providers and public school educators was often marked by mistrust and competition.
Christopher Bjork
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226309385
- eISBN:
- 9780226309552
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226309552.001.0001
- Subject:
- Education, Educational Policy and Politics
Transforming Japanese Schools is the first qualitative study of educational reform in Japan produced in almost a decade. Focusing on a collection of reforms collectively known as relaxed education ...
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Transforming Japanese Schools is the first qualitative study of educational reform in Japan produced in almost a decade. Focusing on a collection of reforms collectively known as relaxed education (yutori kyoiku), it scrutinizes recent efforts to reduce academic intensity in Japanese schools. These policiies have provoked intense debates in the country, yet are not well understood outside of Asia. The book moves debates about relaxed education from the halls of government offices to the campuses of six elementary and junior high schools, and pinpoints the specific factors that supported and impeded the Ministry’s reform agenda. It also analyzes the challenges teachers faced as they attempted to adjust their behavior to fit reform guidelines. This ethnographic study of educational reform provides fresh insights into a system that is frequently mischaracterized, sensationalized, and misunderstood. It provides concrete evidence of the consequences of shifting to an examination-centered curriculum. This data provide a much needed balance to ideological arguments about the merits of high stakes testing. The insights generated from this study should be of great interest to individuals involved in any major education reform effort, whether the objective is to reduce academic pressure—or to compel students and teachers to work harder.Less
Transforming Japanese Schools is the first qualitative study of educational reform in Japan produced in almost a decade. Focusing on a collection of reforms collectively known as relaxed education (yutori kyoiku), it scrutinizes recent efforts to reduce academic intensity in Japanese schools. These policiies have provoked intense debates in the country, yet are not well understood outside of Asia. The book moves debates about relaxed education from the halls of government offices to the campuses of six elementary and junior high schools, and pinpoints the specific factors that supported and impeded the Ministry’s reform agenda. It also analyzes the challenges teachers faced as they attempted to adjust their behavior to fit reform guidelines. This ethnographic study of educational reform provides fresh insights into a system that is frequently mischaracterized, sensationalized, and misunderstood. It provides concrete evidence of the consequences of shifting to an examination-centered curriculum. This data provide a much needed balance to ideological arguments about the merits of high stakes testing. The insights generated from this study should be of great interest to individuals involved in any major education reform effort, whether the objective is to reduce academic pressure—or to compel students and teachers to work harder.
Christopher Bjork
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226309385
- eISBN:
- 9780226309552
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226309552.003.0002
- Subject:
- Education, Educational Policy and Politics
Chapter Two situates the themes of this book in broader social and political contexts. It compares the forces that have been driving calls for educational reform in Japan and the U.S. over the past ...
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Chapter Two situates the themes of this book in broader social and political contexts. It compares the forces that have been driving calls for educational reform in Japan and the U.S. over the past twenty-five years. The analysis indicates that while politicians in both locations have relied on a rhetoric of crisis to support their education reform agendas, the evidence used to justify those claims as well as the proposed solutions differed markedly. At the same time that the U.S. Department of Education was promoting expanded testing and accountability in schools through the No Child Left Behind Act, MEXT was decrying those very factors as responsible for the “crisis” the Japanese education system was experiencing.Less
Chapter Two situates the themes of this book in broader social and political contexts. It compares the forces that have been driving calls for educational reform in Japan and the U.S. over the past twenty-five years. The analysis indicates that while politicians in both locations have relied on a rhetoric of crisis to support their education reform agendas, the evidence used to justify those claims as well as the proposed solutions differed markedly. At the same time that the U.S. Department of Education was promoting expanded testing and accountability in schools through the No Child Left Behind Act, MEXT was decrying those very factors as responsible for the “crisis” the Japanese education system was experiencing.
Jesse H. Rhodes
- Published in print:
- 2012
- Published Online:
- August 2016
- ISBN:
- 9780801449710
- eISBN:
- 9780801464195
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801449710.003.0003
- Subject:
- Education, Educational Policy and Politics
This chapter focuses on the period between 1989–1992, which was marked by important shifts in the politics of education reform in the United States. It first examines the response of the states to ...
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This chapter focuses on the period between 1989–1992, which was marked by important shifts in the politics of education reform in the United States. It first examines the response of the states to excellence in education, showing how federalism promoted an uneven and fragmented response to excellence policies touted by business entrepreneurs, civil rights entrepreneurs, educational conservatives, and state leaders. It then illustrates how the various proponents of excellence in education responded to these trends, and how these reactions shaped the subsequent development of education policy in the United States. It reviews the political debate surrounding America 2000, to show that George H. W. Bush's failure to rally a cross-partisan coalition accounts for its unhappy legislative denouement. It suggests that despite the fracas over America 2000, the events that transpired between 1989 and 1992 laid the groundwork for federal standards, testing, and accountability reforms in the future. Having developed powerful organizations and network ties, the proponents of standards-based reform were well positioned to shape the progress of education policymaking during the Clinton presidency.Less
This chapter focuses on the period between 1989–1992, which was marked by important shifts in the politics of education reform in the United States. It first examines the response of the states to excellence in education, showing how federalism promoted an uneven and fragmented response to excellence policies touted by business entrepreneurs, civil rights entrepreneurs, educational conservatives, and state leaders. It then illustrates how the various proponents of excellence in education responded to these trends, and how these reactions shaped the subsequent development of education policy in the United States. It reviews the political debate surrounding America 2000, to show that George H. W. Bush's failure to rally a cross-partisan coalition accounts for its unhappy legislative denouement. It suggests that despite the fracas over America 2000, the events that transpired between 1989 and 1992 laid the groundwork for federal standards, testing, and accountability reforms in the future. Having developed powerful organizations and network ties, the proponents of standards-based reform were well positioned to shape the progress of education policymaking during the Clinton presidency.
Donald Peurach
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199736539
- eISBN:
- 9780199914593
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199736539.001.0001
- Subject:
- Psychology, Developmental Psychology
What is the shoulder-to-the grindstone work of transforming underperforming schools into higher performing schools? What makes this work so difficult? This book sheds light on these questions from ...
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What is the shoulder-to-the grindstone work of transforming underperforming schools into higher performing schools? What makes this work so difficult? This book sheds light on these questions from the perspective of the Success for All Foundation (SFAF), an organization that has collaborated with thousands of elementary schools to enact a common strategy for comprehensive school reform, all in an effort to improve the reading achievement of millions of students. This story of SFAF spans twenty turbulent years. It begins in 1987, with the strategy of improving reading achievement by improving students’ cooperative learning in classrooms. It stretches through 2008, with efforts to influence federal education policy to support that strategy. There is nothing in the story to suggest a quick fix. Rather, the theme that emerges is that the problems and possibilities of effective, large-scale, sustainable education reform lie in the complexity of public education: in interdependencies among underperforming schools, programs of reform, the organizations that advance those programs, and the environments in which all operate. The story ultimately locates the problems of education reform not in schools but, instead, in reformers, themselves. By tracing SFAF’s deep push into public education, the purpose of the book is to assist a wide array of reformers in seeing, understanding, and ultimately confronting its complexity.Less
What is the shoulder-to-the grindstone work of transforming underperforming schools into higher performing schools? What makes this work so difficult? This book sheds light on these questions from the perspective of the Success for All Foundation (SFAF), an organization that has collaborated with thousands of elementary schools to enact a common strategy for comprehensive school reform, all in an effort to improve the reading achievement of millions of students. This story of SFAF spans twenty turbulent years. It begins in 1987, with the strategy of improving reading achievement by improving students’ cooperative learning in classrooms. It stretches through 2008, with efforts to influence federal education policy to support that strategy. There is nothing in the story to suggest a quick fix. Rather, the theme that emerges is that the problems and possibilities of effective, large-scale, sustainable education reform lie in the complexity of public education: in interdependencies among underperforming schools, programs of reform, the organizations that advance those programs, and the environments in which all operate. The story ultimately locates the problems of education reform not in schools but, instead, in reformers, themselves. By tracing SFAF’s deep push into public education, the purpose of the book is to assist a wide array of reformers in seeing, understanding, and ultimately confronting its complexity.
Jesse H. Rhodes
- Published in print:
- 2012
- Published Online:
- August 2016
- ISBN:
- 9780801449710
- eISBN:
- 9780801464195
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801449710.003.0004
- Subject:
- Education, Educational Policy and Politics
This chapter focuses on the period of 1993–1994, which witnessed enactment of the Goals 2000: Educate America Act and the Improving America's Schools Act. It begins by examining states' responses to ...
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This chapter focuses on the period of 1993–1994, which witnessed enactment of the Goals 2000: Educate America Act and the Improving America's Schools Act. It begins by examining states' responses to the standards-based education reform agenda, illustrating how the decentralized policy responses of state and local governments continued to bound that agenda. It then traces the efforts of business entrepreneurs and civil rights entrepreneurs to induce federal officials to endorse a dramatic expansion of federal leadership of standards-based school reform. After suggesting how the agenda of business entrepreneurs and civil rights entrepreneurs was molded by the structure of existing institutions and interests, it shows that this agenda nonetheless drew political sustenance from its relatively broad base of political support. The conclusion previews how the developments described in this chapter shaped the prospects for the subsequent evolution of education policymaking in the 1990s and early 2000s.Less
This chapter focuses on the period of 1993–1994, which witnessed enactment of the Goals 2000: Educate America Act and the Improving America's Schools Act. It begins by examining states' responses to the standards-based education reform agenda, illustrating how the decentralized policy responses of state and local governments continued to bound that agenda. It then traces the efforts of business entrepreneurs and civil rights entrepreneurs to induce federal officials to endorse a dramatic expansion of federal leadership of standards-based school reform. After suggesting how the agenda of business entrepreneurs and civil rights entrepreneurs was molded by the structure of existing institutions and interests, it shows that this agenda nonetheless drew political sustenance from its relatively broad base of political support. The conclusion previews how the developments described in this chapter shaped the prospects for the subsequent evolution of education policymaking in the 1990s and early 2000s.
Jesse H. Rhodes
- Published in print:
- 2012
- Published Online:
- August 2016
- ISBN:
- 9780801449710
- eISBN:
- 9780801464195
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801449710.003.0005
- Subject:
- Education, Educational Policy and Politics
This chapter focuses on the period between 1995 and 2002, which was bookended by the “Republican Revolution” against big government and by the passage of the No Child Left Behind (NCLB) Act in 2002. ...
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This chapter focuses on the period between 1995 and 2002, which was bookended by the “Republican Revolution” against big government and by the passage of the No Child Left Behind (NCLB) Act in 2002. It begins by reviewing how the so-called Republican Revolution affected the progress of standards-based reforms in Congress and the states between 1994 and 2000. It then shows how these developments shaped the ideas and advocacy of business entrepreneurs, civil rights entrepreneurs, and their allies in Congress. After tracing the various threads that contributed to the reemergence of support for federal leadership of standards-based reform, it examines the politics surrounding enactment of NCLB, both to explain why the legislation passed and understand how it accommodated existing interests and institutions. Finally, the chapter considers how enactment of NCLB set the stage for subsequent intergovernmental struggles over authority in education—in particular, how it influenced presidential candidate Barack Obama's education agenda in the 2008 election campaign.Less
This chapter focuses on the period between 1995 and 2002, which was bookended by the “Republican Revolution” against big government and by the passage of the No Child Left Behind (NCLB) Act in 2002. It begins by reviewing how the so-called Republican Revolution affected the progress of standards-based reforms in Congress and the states between 1994 and 2000. It then shows how these developments shaped the ideas and advocacy of business entrepreneurs, civil rights entrepreneurs, and their allies in Congress. After tracing the various threads that contributed to the reemergence of support for federal leadership of standards-based reform, it examines the politics surrounding enactment of NCLB, both to explain why the legislation passed and understand how it accommodated existing interests and institutions. Finally, the chapter considers how enactment of NCLB set the stage for subsequent intergovernmental struggles over authority in education—in particular, how it influenced presidential candidate Barack Obama's education agenda in the 2008 election campaign.
Katherine Bergeron
- Published in print:
- 2009
- Published Online:
- February 2010
- ISBN:
- 9780195337051
- eISBN:
- 9780199864201
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195337051.003.0002
- Subject:
- Music, History, Western
This chapter explores what it meant to speak French in late 19th-century France, and considers the ways in which the mother tongue itself was transformed by political and scientific developments in ...
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This chapter explores what it meant to speak French in late 19th-century France, and considers the ways in which the mother tongue itself was transformed by political and scientific developments in the Third Republic. Beginning with education reforms proposed by Michel Bréal, Ferdinand Buisson, and Jules Ferry, the argument converges on the legislation that established a free, compulsory, and secular curriculum in France. It then considers the advances in phonology that made it possible to document the material content of the French tongue to an unprecedented degree. Through the work of scholars such as Paul Passy, Abbé Rousselot, Ferdinand Brunot, and others, the chapter chronicles the growing interest in the sounds of French speech, at the very moment the state was requiring all its citizens to speak the language well.Less
This chapter explores what it meant to speak French in late 19th-century France, and considers the ways in which the mother tongue itself was transformed by political and scientific developments in the Third Republic. Beginning with education reforms proposed by Michel Bréal, Ferdinand Buisson, and Jules Ferry, the argument converges on the legislation that established a free, compulsory, and secular curriculum in France. It then considers the advances in phonology that made it possible to document the material content of the French tongue to an unprecedented degree. Through the work of scholars such as Paul Passy, Abbé Rousselot, Ferdinand Brunot, and others, the chapter chronicles the growing interest in the sounds of French speech, at the very moment the state was requiring all its citizens to speak the language well.
Sarah Reckhow
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780199937738
- eISBN:
- 9780199980734
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199937738.003.0005
- Subject:
- Political Science, American Politics
Foundations have amplified top-down coordination and rapid implementation of new policies in New York City. Using social network analysis, this chapter demonstrates that foundations are primarily ...
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Foundations have amplified top-down coordination and rapid implementation of new policies in New York City. Using social network analysis, this chapter demonstrates that foundations are primarily allied with an elite network in New York City, including top district bureaucrats and education nonprofits; advocacy organizations and parent leaders are largely excluded. Furthermore, debates over issues such as school closures and reauthorization of mayoral control have hardened political divisions in the district.Less
Foundations have amplified top-down coordination and rapid implementation of new policies in New York City. Using social network analysis, this chapter demonstrates that foundations are primarily allied with an elite network in New York City, including top district bureaucrats and education nonprofits; advocacy organizations and parent leaders are largely excluded. Furthermore, debates over issues such as school closures and reauthorization of mayoral control have hardened political divisions in the district.
Sarah Reckhow
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780199937738
- eISBN:
- 9780199980734
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199937738.001.0001
- Subject:
- Political Science, American Politics
Some of the nation's wealthiest philanthropies, including the Bill and Melinda Gates Foundation, the Walton Family Foundation, and the Broad Foundation have invested hundreds of millions of dollars ...
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Some of the nation's wealthiest philanthropies, including the Bill and Melinda Gates Foundation, the Walton Family Foundation, and the Broad Foundation have invested hundreds of millions of dollars in education reform. With vast wealth and a political agenda, foundations have helped to reshape the reform landscape in urban education. In this book, Sarah Reckhow shows where and how foundation investment in education is occurring and analyzes the effects of these investments within the two largest urban districts, New York City and Los Angeles. In New York City, centralized political control and the use of private resources have enabled rapid implementation of reform proposals. Yet this potent combination of top-down authority and outside funding also poses serious questions about transparency, responsiveness, and democratic accountability in New York. Meanwhile, a slower, but possibly more transformative set of reforms has been taking place in Los Angeles. These reforms were also funded and shaped by major foundations, but they work from the bottom up, through charter school operators managing networks of schools. This strategy has built grassroots political momentum and demand for reform in Los Angeles that is unmatched in New York City and other districts with mayoral control.Less
Some of the nation's wealthiest philanthropies, including the Bill and Melinda Gates Foundation, the Walton Family Foundation, and the Broad Foundation have invested hundreds of millions of dollars in education reform. With vast wealth and a political agenda, foundations have helped to reshape the reform landscape in urban education. In this book, Sarah Reckhow shows where and how foundation investment in education is occurring and analyzes the effects of these investments within the two largest urban districts, New York City and Los Angeles. In New York City, centralized political control and the use of private resources have enabled rapid implementation of reform proposals. Yet this potent combination of top-down authority and outside funding also poses serious questions about transparency, responsiveness, and democratic accountability in New York. Meanwhile, a slower, but possibly more transformative set of reforms has been taking place in Los Angeles. These reforms were also funded and shaped by major foundations, but they work from the bottom up, through charter school operators managing networks of schools. This strategy has built grassroots political momentum and demand for reform in Los Angeles that is unmatched in New York City and other districts with mayoral control.
Elizabeth Todd-Breland
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781469646589
- eISBN:
- 9781469647173
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469646589.003.0005
- Subject:
- History, African-American History
This chapter analyzes the racial politics of Mayor Harold Washington’s election, his education summit, and the supporters and critics of the 1988 Chicago School Reform Act. Harold Washington’s ...
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This chapter analyzes the racial politics of Mayor Harold Washington’s election, his education summit, and the supporters and critics of the 1988 Chicago School Reform Act. Harold Washington’s election as the first Black mayor of Chicago in 1983 was heralded by many as the ultimate attainment of Black Power and the success of the local Black Freedom Movement. His electoral victory was grounded in years of grassroots struggle by Black organizers fighting for integration, community control, and Black empowerment. While historians have largely considered the 1980s as a product of the political triumph of conservatism and the “Reagan revolution,” in Chicago a Black-led, urban, antimachine, progressive coalitional politics led to Washington’s electoral victory. The disparate programmatic and ideological camps detailed in previous chapters (desegregation activists, community control organizers, founders of independent Black institutions, Black educators) staked claims in Mayor Washington and his political organization. The politics of Washington’s education reform summits, however, exposed the fractures within this political coalition. The interracial and intraracial struggles over school reform in Chicago during the 1980s reveal the tensions between a politics of racial representation and a politics of progressive transformation and prefigure the increased privatization of public education in the decades that followed.Less
This chapter analyzes the racial politics of Mayor Harold Washington’s election, his education summit, and the supporters and critics of the 1988 Chicago School Reform Act. Harold Washington’s election as the first Black mayor of Chicago in 1983 was heralded by many as the ultimate attainment of Black Power and the success of the local Black Freedom Movement. His electoral victory was grounded in years of grassroots struggle by Black organizers fighting for integration, community control, and Black empowerment. While historians have largely considered the 1980s as a product of the political triumph of conservatism and the “Reagan revolution,” in Chicago a Black-led, urban, antimachine, progressive coalitional politics led to Washington’s electoral victory. The disparate programmatic and ideological camps detailed in previous chapters (desegregation activists, community control organizers, founders of independent Black institutions, Black educators) staked claims in Mayor Washington and his political organization. The politics of Washington’s education reform summits, however, exposed the fractures within this political coalition. The interracial and intraracial struggles over school reform in Chicago during the 1980s reveal the tensions between a politics of racial representation and a politics of progressive transformation and prefigure the increased privatization of public education in the decades that followed.
David K. Cohen and Heather C. Hill
- Published in print:
- 2001
- Published Online:
- October 2013
- ISBN:
- 9780300089479
- eISBN:
- 9780300133349
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300089479.001.0001
- Subject:
- Sociology, Education
Education reformers and policymakers argue that improved students' learning requires stronger academic standards, stiffer state tests, and accountability for students' scores. Yet these efforts seem ...
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Education reformers and policymakers argue that improved students' learning requires stronger academic standards, stiffer state tests, and accountability for students' scores. Yet these efforts seem not to be succeeding in many states. This book argues that effective state reform depends on conditions which most reforms ignore: coherence in practice as well as policy and opportunities for professional learning. The book draws on a decade's detailed study of California's ambitious and controversial program to improve mathematics teaching and learning. The book reports that state policy influenced teaching and learning when there was consistency among the tests and other policy instruments; when there was consistency among the curricula and other instruments of classroom practice; and when teachers had substantial opportunities to learn the practices proposed by the policy. These conditions were met for a minority of elementary school teachers in California. When the conditions were met for teachers, students had higher scores on state math tests. The book also shows that, for most teachers, the reform ended with consistency in state policy. They did not have access to consistent instruments of classroom practice, nor did they have opportunities to learn the new practices which state policymakers proposed. In these cases, neither teachers nor their students benefited from the state reform. This book offers insights into the ways policy and practice can be linked in successful educational reform and shows why such linkage has been difficult to achieve.Less
Education reformers and policymakers argue that improved students' learning requires stronger academic standards, stiffer state tests, and accountability for students' scores. Yet these efforts seem not to be succeeding in many states. This book argues that effective state reform depends on conditions which most reforms ignore: coherence in practice as well as policy and opportunities for professional learning. The book draws on a decade's detailed study of California's ambitious and controversial program to improve mathematics teaching and learning. The book reports that state policy influenced teaching and learning when there was consistency among the tests and other policy instruments; when there was consistency among the curricula and other instruments of classroom practice; and when teachers had substantial opportunities to learn the practices proposed by the policy. These conditions were met for a minority of elementary school teachers in California. When the conditions were met for teachers, students had higher scores on state math tests. The book also shows that, for most teachers, the reform ended with consistency in state policy. They did not have access to consistent instruments of classroom practice, nor did they have opportunities to learn the new practices which state policymakers proposed. In these cases, neither teachers nor their students benefited from the state reform. This book offers insights into the ways policy and practice can be linked in successful educational reform and shows why such linkage has been difficult to achieve.
Jesse H. Rhodes
- Published in print:
- 2012
- Published Online:
- August 2016
- ISBN:
- 9780801449710
- eISBN:
- 9780801464195
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801449710.003.0006
- Subject:
- Education, Educational Policy and Politics
This chapter focuses on the period between 2003 and 2011, which encompasses reaction against No Child Left Behind as well as the Obama administration's ambitious initiatives. It begins by describing ...
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This chapter focuses on the period between 2003 and 2011, which encompasses reaction against No Child Left Behind as well as the Obama administration's ambitious initiatives. It begins by describing the political backlash against the No Child Left Behind (NCLB) Act, showing how it worked to limit the scope of reforms favored by business entrepreneurs, civil rights entrepreneurs, and their allies. Analyzing the agendas of business entrepreneurs, civil rights entrepreneurs, educational liberals, educational conservatives, and state leaders during the failed reauthorization of 2007–8, it argues that the proposals of business entrepreneurs and civil rights entrepreneurs anticipated many of the initiatives of the Obama administration. The chapter then discusses the Obama administration's Race to the Top initiative, illustrating how it extends the logic and principles of the NCLB in an effort to shore up standards-based reforms at the state and local levels. The final section speculates on education policy in the Obama administration in light of the 2010 elections.Less
This chapter focuses on the period between 2003 and 2011, which encompasses reaction against No Child Left Behind as well as the Obama administration's ambitious initiatives. It begins by describing the political backlash against the No Child Left Behind (NCLB) Act, showing how it worked to limit the scope of reforms favored by business entrepreneurs, civil rights entrepreneurs, and their allies. Analyzing the agendas of business entrepreneurs, civil rights entrepreneurs, educational liberals, educational conservatives, and state leaders during the failed reauthorization of 2007–8, it argues that the proposals of business entrepreneurs and civil rights entrepreneurs anticipated many of the initiatives of the Obama administration. The chapter then discusses the Obama administration's Race to the Top initiative, illustrating how it extends the logic and principles of the NCLB in an effort to shore up standards-based reforms at the state and local levels. The final section speculates on education policy in the Obama administration in light of the 2010 elections.
Vijay Joshi and I. M. D. Little
- Published in print:
- 1996
- Published Online:
- November 2003
- ISBN:
- 9780198290780
- eISBN:
- 9780191596506
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0198290780.003.0006
- Subject:
- Economics and Finance, Development, Growth, and Environmental
The effect of industrial reform on the social sector is the main aspect of this chapter. It examines the different effects of reform on the level of poverty in India. The authors propose ways to ...
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The effect of industrial reform on the social sector is the main aspect of this chapter. It examines the different effects of reform on the level of poverty in India. The authors propose ways to reform the industrial sector and comment on the likely effects of these changes on poverty levels in the short and long terms. There is also a brief discussion on the education and health sector.Less
The effect of industrial reform on the social sector is the main aspect of this chapter. It examines the different effects of reform on the level of poverty in India. The authors propose ways to reform the industrial sector and comment on the likely effects of these changes on poverty levels in the short and long terms. There is also a brief discussion on the education and health sector.
Sarah Reckhow
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780199937738
- eISBN:
- 9780199980734
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199937738.003.0002
- Subject:
- Political Science, American Politics
Three key trends have shaped the context for foundation involvement in urban education politics. First, the accountability system mandated by No Child Left Behind has heightened the importance of ...
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Three key trends have shaped the context for foundation involvement in urban education politics. First, the accountability system mandated by No Child Left Behind has heightened the importance of test-score data as a metric to evaluate student, teacher, and school performance. These tests highlight urban schools and districts that fail to meet annual standards. Second, the largely successful advocacy for market-based reforms in education, such as charter schools, has created new levers for influence in local districts and further undermined the control of traditional school leaders. The third trend is the changing nature of philanthropy, and the extraordinary amount of wealth being disbursed by living philanthropists, such as Bill Gates, Warren Buffet, and Eli Broad. A sizable share of this giving has targeted K-12 education. The convergence of these trends sets the stage for major foundations to exercise substantial influence within urban school districts.Less
Three key trends have shaped the context for foundation involvement in urban education politics. First, the accountability system mandated by No Child Left Behind has heightened the importance of test-score data as a metric to evaluate student, teacher, and school performance. These tests highlight urban schools and districts that fail to meet annual standards. Second, the largely successful advocacy for market-based reforms in education, such as charter schools, has created new levers for influence in local districts and further undermined the control of traditional school leaders. The third trend is the changing nature of philanthropy, and the extraordinary amount of wealth being disbursed by living philanthropists, such as Bill Gates, Warren Buffet, and Eli Broad. A sizable share of this giving has targeted K-12 education. The convergence of these trends sets the stage for major foundations to exercise substantial influence within urban school districts.
Sarah Reckhow
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780199937738
- eISBN:
- 9780199980734
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199937738.003.0004
- Subject:
- Political Science, American Politics
Both New York City and Los Angeles received Annenberg Challenge grants to reform schools in the 1990s. This chapter explains the reform approach of the Annenberg Challenge in each city, compares it ...
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Both New York City and Los Angeles received Annenberg Challenge grants to reform schools in the 1990s. This chapter explains the reform approach of the Annenberg Challenge in each city, compares it to current reforms, and shows how foundation grant-making has increased in the last decade. A new set of Boardroom Progressive education philanthropies—the Gates Foundation, Broad Foundation, and Walton Family Foundation—have adopted converging grant-making strategies. Compared to the Annenberg Challenge grants, the new grant-makers are able to leverage more resources in a more targeted way and empower new sets of actors in local education politics.Less
Both New York City and Los Angeles received Annenberg Challenge grants to reform schools in the 1990s. This chapter explains the reform approach of the Annenberg Challenge in each city, compares it to current reforms, and shows how foundation grant-making has increased in the last decade. A new set of Boardroom Progressive education philanthropies—the Gates Foundation, Broad Foundation, and Walton Family Foundation—have adopted converging grant-making strategies. Compared to the Annenberg Challenge grants, the new grant-makers are able to leverage more resources in a more targeted way and empower new sets of actors in local education politics.
Sarah Reckhow
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780199937738
- eISBN:
- 9780199980734
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199937738.003.0006
- Subject:
- Political Science, American Politics
Foundation grant-making in Los Angeles, unlike New York City, has engaged a more diverse set of stakeholders. Despite the fragmentation of policy-making and leadership in the district, the social ...
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Foundation grant-making in Los Angeles, unlike New York City, has engaged a more diverse set of stakeholders. Despite the fragmentation of policy-making and leadership in the district, the social network of education policy leaders in Los Angeles shows a closely linked core of diverse organizations involved in education policy. New policies in the district are designed to bring the flexibility of the charter sector into public schools, and stakeholder engagement has remained strong.Less
Foundation grant-making in Los Angeles, unlike New York City, has engaged a more diverse set of stakeholders. Despite the fragmentation of policy-making and leadership in the district, the social network of education policy leaders in Los Angeles shows a closely linked core of diverse organizations involved in education policy. New policies in the district are designed to bring the flexibility of the charter sector into public schools, and stakeholder engagement has remained strong.
Sarah Reckhow
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780199937738
- eISBN:
- 9780199980734
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199937738.003.0007
- Subject:
- Political Science, American Politics
Major foundations have clearly stepped beyond the realm of charity and into the realm of education policy and politics. The strategic targeting of foundation resources and clear policy agenda of the ...
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Major foundations have clearly stepped beyond the realm of charity and into the realm of education policy and politics. The strategic targeting of foundation resources and clear policy agenda of the wealthiest foundations has heightened their influence in urban education policy and politics. Furthermore, major foundations and other Boardroom Progressive reformers have increased their focus on national education policy, and their influence is growing more visible under the Obama administration. Major foundations, to a large extent, are politically unaccountable. Nonetheless, the reforms that their grant dollars support can be politically vulnerable—particularly in the long term. The resources provided by major funders can facilitate the development and implementation of significant reform policies in urban school districts; however, these resources cannot compensate for a lack of investment or support from local education stakeholders.Less
Major foundations have clearly stepped beyond the realm of charity and into the realm of education policy and politics. The strategic targeting of foundation resources and clear policy agenda of the wealthiest foundations has heightened their influence in urban education policy and politics. Furthermore, major foundations and other Boardroom Progressive reformers have increased their focus on national education policy, and their influence is growing more visible under the Obama administration. Major foundations, to a large extent, are politically unaccountable. Nonetheless, the reforms that their grant dollars support can be politically vulnerable—particularly in the long term. The resources provided by major funders can facilitate the development and implementation of significant reform policies in urban school districts; however, these resources cannot compensate for a lack of investment or support from local education stakeholders.
Sarah Reckhow
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780199937738
- eISBN:
- 9780199980734
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199937738.003.0001
- Subject:
- Political Science, American Politics
Major foundations play a central role in a new urban education reform movement. The approach of these reformers echoes the ideas of early 20th century Progressive reformers, combined with new ...
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Major foundations play a central role in a new urban education reform movement. The approach of these reformers echoes the ideas of early 20th century Progressive reformers, combined with new ambitions set forth in the No Child Left Behind legislation. The research strategy and overview of the book are presented.Less
Major foundations play a central role in a new urban education reform movement. The approach of these reformers echoes the ideas of early 20th century Progressive reformers, combined with new ambitions set forth in the No Child Left Behind legislation. The research strategy and overview of the book are presented.
Jesse H. Rhodes
- Published in print:
- 2012
- Published Online:
- August 2016
- ISBN:
- 9780801449710
- eISBN:
- 9780801464195
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801449710.003.0008
- Subject:
- Education, Educational Policy and Politics
This book emphasizes the enduring tension between Americans' yearning for national leadership and their celebration of political pluralism and local control, illustrating the consequences of this ...
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This book emphasizes the enduring tension between Americans' yearning for national leadership and their celebration of political pluralism and local control, illustrating the consequences of this conflict for social policymaking in the United States. This introductory chapter first discusses the place of education policy in American political development, and two approaches to the study of institutional development. It then explains the concept of institutionally bounded entrepreneurship, which illustrates how entrepreneurs and institutions interact to produce bounded, ongoing institutional change. Next, it uncovers the institutionally bounded entrepreneurship of business leaders and civil rights activists by placing these actors in the context of some of the most important issues and interests that are involved in the contemporary debate over elementary and secondary education. An overview of the subsequent chapters is also presented.Less
This book emphasizes the enduring tension between Americans' yearning for national leadership and their celebration of political pluralism and local control, illustrating the consequences of this conflict for social policymaking in the United States. This introductory chapter first discusses the place of education policy in American political development, and two approaches to the study of institutional development. It then explains the concept of institutionally bounded entrepreneurship, which illustrates how entrepreneurs and institutions interact to produce bounded, ongoing institutional change. Next, it uncovers the institutionally bounded entrepreneurship of business leaders and civil rights activists by placing these actors in the context of some of the most important issues and interests that are involved in the contemporary debate over elementary and secondary education. An overview of the subsequent chapters is also presented.
