Benjamin Michael Superfine
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195337488
- eISBN:
- 9780199868667
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195337488.003.0001
- Subject:
- Law, Constitutional and Administrative Law
This introductory chapter provides an overview of the structure and main argument of the book, and situates the book at the nexus of two converging trends: the courts' increasing role in education ...
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This introductory chapter provides an overview of the structure and main argument of the book, and situates the book at the nexus of two converging trends: the courts' increasing role in education policy and the spread of standards-based reform and accountability policies. It discusses the basic methodology underlying the analyses in the book and argues that an approach sensitive to legal rules and principles, the underlying education policy landscape, and the institutional characteristics of various governmental entities is needed for an examination of how courts have addressed standards-based reform. The chapter also discusses the courts' historical role in education policy and evidence about the effectiveness of judicial action in this field.Less
This introductory chapter provides an overview of the structure and main argument of the book, and situates the book at the nexus of two converging trends: the courts' increasing role in education policy and the spread of standards-based reform and accountability policies. It discusses the basic methodology underlying the analyses in the book and argues that an approach sensitive to legal rules and principles, the underlying education policy landscape, and the institutional characteristics of various governmental entities is needed for an examination of how courts have addressed standards-based reform. The chapter also discusses the courts' historical role in education policy and evidence about the effectiveness of judicial action in this field.
Leah Platt Boustan, Carola Frydman, and Robert A. Margo
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9780226163895
- eISBN:
- 9780226163925
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226163925.003.0003
- Subject:
- Economics and Finance, Economic History
Goldin and Katz (2008) document the key role that the educational attainment of native-born workers in the U.S. has played in determining changing returns to skill and income distribution in the ...
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Goldin and Katz (2008) document the key role that the educational attainment of native-born workers in the U.S. has played in determining changing returns to skill and income distribution in the twentieth century. Understanding the forces driving the supply of educated workers is thus critical. This paper focuses on the role of elementary and secondary educational institutions in the United States, which have changed dramatically over the latter half of the century, in determining high school graduation rates. In part, these institutional changes have been formally legislated and implemented as specific programs, but the programs alone do not explain the full extent of the dramatic rise in spending. I review relevant literatures and policy history, and present original descriptive analysis of the role of income inequality in shaping graduation and spending from 1963 to 2007. Results suggest that inequality, which previous research establishes as negatively correlated with the establishment of public secondary schooling earlier in the twentieth century, was positively correlated not only with education spending levels but also with aggregate high school graduation rates at the state level. This relationship holds with inequality at the bottom of the distribution as well as at the top.Less
Goldin and Katz (2008) document the key role that the educational attainment of native-born workers in the U.S. has played in determining changing returns to skill and income distribution in the twentieth century. Understanding the forces driving the supply of educated workers is thus critical. This paper focuses on the role of elementary and secondary educational institutions in the United States, which have changed dramatically over the latter half of the century, in determining high school graduation rates. In part, these institutional changes have been formally legislated and implemented as specific programs, but the programs alone do not explain the full extent of the dramatic rise in spending. I review relevant literatures and policy history, and present original descriptive analysis of the role of income inequality in shaping graduation and spending from 1963 to 2007. Results suggest that inequality, which previous research establishes as negatively correlated with the establishment of public secondary schooling earlier in the twentieth century, was positively correlated not only with education spending levels but also with aggregate high school graduation rates at the state level. This relationship holds with inequality at the bottom of the distribution as well as at the top.
Campbell F. Scribner
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781501700804
- eISBN:
- 9781501704116
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501700804.003.0006
- Subject:
- Education, Educational Policy and Politics
This chapter examines how state support for education expanded greatly but not steadily over the course of the twentieth century. In fits and starts, legislatures increased subsidies to local school ...
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This chapter examines how state support for education expanded greatly but not steadily over the course of the twentieth century. In fits and starts, legislatures increased subsidies to local school districts, trying to modernize public education with new buildings and textbooks, better teachers, and wider course offerings. Complicating the process, however, were underlying questions about the purpose and structure of state aid. In school finance, minimums were first codified in statutory tax rates during the nineteenth century, which established a floor for local support but proved unequal to the task of modernizing and equalizing school facilities. By the mid-twentieth century, most states had implemented foundational aid to supplement local revenues, but again limited their support to insufficient levels of adequacy.Less
This chapter examines how state support for education expanded greatly but not steadily over the course of the twentieth century. In fits and starts, legislatures increased subsidies to local school districts, trying to modernize public education with new buildings and textbooks, better teachers, and wider course offerings. Complicating the process, however, were underlying questions about the purpose and structure of state aid. In school finance, minimums were first codified in statutory tax rates during the nineteenth century, which established a floor for local support but proved unequal to the task of modernizing and equalizing school facilities. By the mid-twentieth century, most states had implemented foundational aid to supplement local revenues, but again limited their support to insufficient levels of adequacy.
Caroline M. Hoxby
- Published in print:
- 2003
- Published Online:
- February 2013
- ISBN:
- 9780226355337
- eISBN:
- 9780226355344
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226355344.003.0001
- Subject:
- Economics and Finance, Behavioural Economics
This introductory chapter explains the rationale for conducting an economic analysis of school choice. Economists produce tools for evaluating various impacts of school choice. Without these tools, ...
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This introductory chapter explains the rationale for conducting an economic analysis of school choice. Economists produce tools for evaluating various impacts of school choice. Without these tools, such as general equilibrium tools, is it not possible to predict the effects of school choice on student sorting. It is also argued that school choice and school finance are interdependent, and that school choice affects the labor market for educators. The chapter furthermore examines the impact of school choice on special education, school productivity, and academic achievement.Less
This introductory chapter explains the rationale for conducting an economic analysis of school choice. Economists produce tools for evaluating various impacts of school choice. Without these tools, such as general equilibrium tools, is it not possible to predict the effects of school choice on student sorting. It is also argued that school choice and school finance are interdependent, and that school choice affects the labor market for educators. The chapter furthermore examines the impact of school choice on special education, school productivity, and academic achievement.
Anne Newman
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9780226071749
- eISBN:
- 9780226071886
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226071886.003.0005
- Subject:
- Education, Educational Policy and Politics
To examine the opportunities and challenges of attempting to secure educational rights through courts, Chapter 4 offers a case study of a landmark school finance lawsuit from Kentucky, Rose v. ...
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To examine the opportunities and challenges of attempting to secure educational rights through courts, Chapter 4 offers a case study of a landmark school finance lawsuit from Kentucky, Rose v. Council for Better Education.This case is often celebrated as the beginning of the “third wave” of school finance litigation, and it offers important lessons for ongoing school finance reform and for evolving conceptions of what the legal right to education entails. The chapter focuses on an under-analyzed feature of cases like Rose: how moral claims about educational entitlements can inspire citizens to mobilize and support litigation, which in turn can impact judicial outcomes and policy implementation. The chapter considers how particular educational rights claims figured into the Rosecase, and where they converged and diverged with moral claims about educational justice. This focus highlights the interplay between moral and legal conceptions of educational rights, and how the philosophical ideals advanced in the first part of the book may shape rights-based advocacy in practice.Less
To examine the opportunities and challenges of attempting to secure educational rights through courts, Chapter 4 offers a case study of a landmark school finance lawsuit from Kentucky, Rose v. Council for Better Education.This case is often celebrated as the beginning of the “third wave” of school finance litigation, and it offers important lessons for ongoing school finance reform and for evolving conceptions of what the legal right to education entails. The chapter focuses on an under-analyzed feature of cases like Rose: how moral claims about educational entitlements can inspire citizens to mobilize and support litigation, which in turn can impact judicial outcomes and policy implementation. The chapter considers how particular educational rights claims figured into the Rosecase, and where they converged and diverged with moral claims about educational justice. This focus highlights the interplay between moral and legal conceptions of educational rights, and how the philosophical ideals advanced in the first part of the book may shape rights-based advocacy in practice.
- Published in print:
- 2011
- Published Online:
- June 2013
- ISBN:
- 9780804770750
- eISBN:
- 9780804778374
- Item type:
- chapter
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804770750.003.0003
- Subject:
- Business and Management, Knowledge Management
The collegiate school of business (CSB) was established to elevate business training and to make higher education practical. An example of the CSB was the Wharton School of Finance and Economy (WSFE) ...
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The collegiate school of business (CSB) was established to elevate business training and to make higher education practical. An example of the CSB was the Wharton School of Finance and Economy (WSFE) at the University of Pennsylvania. After five decades of experimentation, however, the business school did not integrate with the college and was used by students to take short courses and earn certificates that would allow them to obtain jobs and promotions in the near term, rather than to earn a degree. The WSFE's efforts in applied social science succeeded as professional social work but not as a business school. Out of the WSFE emerged the vocational school of business (VSB), which broke with the college and partnered with Extension and the School of Opportunity. The VSB attracted students in part by linking education to employment. Although the VSB succeeded with the public, it turned the business school into a rogue actor in the research university.Less
The collegiate school of business (CSB) was established to elevate business training and to make higher education practical. An example of the CSB was the Wharton School of Finance and Economy (WSFE) at the University of Pennsylvania. After five decades of experimentation, however, the business school did not integrate with the college and was used by students to take short courses and earn certificates that would allow them to obtain jobs and promotions in the near term, rather than to earn a degree. The WSFE's efforts in applied social science succeeded as professional social work but not as a business school. Out of the WSFE emerged the vocational school of business (VSB), which broke with the college and partnered with Extension and the School of Opportunity. The VSB attracted students in part by linking education to employment. Although the VSB succeeded with the public, it turned the business school into a rogue actor in the research university.
Lucas A. Powe Jr.
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780520297807
- eISBN:
- 9780520970014
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520297807.003.0007
- Subject:
- Political Science, American Politics
This chapter discusses the legal battles over school finance in Texas. Texas was an Anglo-ruled state with two minorities as second-class citizens: blacks and Hispanics. Hernandez v. Texas and the ...
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This chapter discusses the legal battles over school finance in Texas. Texas was an Anglo-ruled state with two minorities as second-class citizens: blacks and Hispanics. Hernandez v. Texas and the history of discrimination against Hispanics illustrate why any desegregation remedies had to consider Hispanics as well as blacks. That was the ruling in Cisneros v. Corpus Christi Independent School District, but the major case involving Hispanics was not litigated as racial discrimination but rather as a wealth discrimination case. The chapter examines this case, which involved the Edgewood Independent School District that filed a lawsuit claiming that it has been discriminatorily treated under the Equal Protection Clause. It also considers two other cases filed by Edgewood parents including Demetrio Rodriguez, called Edgewood II and Edgewood III, as well as the legal tussle over property taxes as a source of school funding in Texas and whether education was a fundamental right.Less
This chapter discusses the legal battles over school finance in Texas. Texas was an Anglo-ruled state with two minorities as second-class citizens: blacks and Hispanics. Hernandez v. Texas and the history of discrimination against Hispanics illustrate why any desegregation remedies had to consider Hispanics as well as blacks. That was the ruling in Cisneros v. Corpus Christi Independent School District, but the major case involving Hispanics was not litigated as racial discrimination but rather as a wealth discrimination case. The chapter examines this case, which involved the Edgewood Independent School District that filed a lawsuit claiming that it has been discriminatorily treated under the Equal Protection Clause. It also considers two other cases filed by Edgewood parents including Demetrio Rodriguez, called Edgewood II and Edgewood III, as well as the legal tussle over property taxes as a source of school funding in Texas and whether education was a fundamental right.
Harry Brighouse, Helen F. Ladd, Susanna Loeb, and Adam Swift
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780226514031
- eISBN:
- 9780226514208
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226514208.003.0006
- Subject:
- Education, Educational Policy and Politics
This chapter illustrates the decision-making process by looking at three key decisions concerning financing: Should the central policy makers provide more funds to certain local governments than to ...
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This chapter illustrates the decision-making process by looking at three key decisions concerning financing: Should the central policy makers provide more funds to certain local governments than to others to compensate for differences in the cost of schooling or the needs of students? If so, how much more? Should local governments be allowed to supplement funds from the central government through taxes or other means? And should local governments have autonomy to determine how to spend the money they receive from the central government, or should the central policy makers dictate how the money is to be spent?Less
This chapter illustrates the decision-making process by looking at three key decisions concerning financing: Should the central policy makers provide more funds to certain local governments than to others to compensate for differences in the cost of schooling or the needs of students? If so, how much more? Should local governments be allowed to supplement funds from the central government through taxes or other means? And should local governments have autonomy to determine how to spend the money they receive from the central government, or should the central policy makers dictate how the money is to be spent?
Harry Brighouse, Helen F. Ladd, Susanna Loeb, and Adam Swift
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780226514031
- eISBN:
- 9780226514208
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226514208.001.0001
- Subject:
- Education, Educational Policy and Politics
Educational Goods advances a theory of how to combine values and evidence in decision-making about education. The book identifies three kinds of value that must be balanced against each other: a ...
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Educational Goods advances a theory of how to combine values and evidence in decision-making about education. The book identifies three kinds of value that must be balanced against each other: a theory of the kind of educational outcomes schools should aim at; a theory of how educational opportunities should be distributed; and independent values that should be considered when they conflict with the first two kinds of value. The evidence that decision-makers should seek out and consider is that which bears on how these values will be realized through the choices they make, and the book articulates a distinctive method for thinking about the evidence in the light of the values. The method is illustrated through consideration of 3 central policy issues: school financing, school accountability systems, and school choice mechanisms Less
Educational Goods advances a theory of how to combine values and evidence in decision-making about education. The book identifies three kinds of value that must be balanced against each other: a theory of the kind of educational outcomes schools should aim at; a theory of how educational opportunities should be distributed; and independent values that should be considered when they conflict with the first two kinds of value. The evidence that decision-makers should seek out and consider is that which bears on how these values will be realized through the choices they make, and the book articulates a distinctive method for thinking about the evidence in the light of the values. The method is illustrated through consideration of 3 central policy issues: school financing, school accountability systems, and school choice mechanisms
Lucas A. Powe Jr.
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780520297807
- eISBN:
- 9780520970014
- Item type:
- book
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520297807.001.0001
- Subject:
- Political Science, American Politics
Texas has created more constitutional law than any other state. In any classroom nationwide, any basic constitutional law course can be taught using nothing but Texas cases. That, however, ...
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Texas has created more constitutional law than any other state. In any classroom nationwide, any basic constitutional law course can be taught using nothing but Texas cases. That, however, understates the history and politics behind the cases. Beyond representing all doctrinal areas of constitutional law, Texas cases deal with the major issues of the nation. This book charts the rich and pervasive development of Texas-inspired constitutional law. From voting rights to railroad regulations, school finance to capital punishment, poverty to civil liberty, this book provides a window into the relationship between constitutional litigation and ordinary politics at the Texas Supreme Court, illuminating how all of the fiercest national divides over what the Constitution means took shape in Texas.Less
Texas has created more constitutional law than any other state. In any classroom nationwide, any basic constitutional law course can be taught using nothing but Texas cases. That, however, understates the history and politics behind the cases. Beyond representing all doctrinal areas of constitutional law, Texas cases deal with the major issues of the nation. This book charts the rich and pervasive development of Texas-inspired constitutional law. From voting rights to railroad regulations, school finance to capital punishment, poverty to civil liberty, this book provides a window into the relationship between constitutional litigation and ordinary politics at the Texas Supreme Court, illuminating how all of the fiercest national divides over what the Constitution means took shape in Texas.
Camille Walsh
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9781469638942
- eISBN:
- 9781469638959
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469638942.003.0009
- Subject:
- History, African-American History
The conclusion briefly traces the repercussions of the project of taxpayer identity and legal racial liberalism in the post-Rodriguez era, looking at school financing cases at the state court level ...
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The conclusion briefly traces the repercussions of the project of taxpayer identity and legal racial liberalism in the post-Rodriguez era, looking at school financing cases at the state court level in the 1980s and 1990s, as well as partial victories for educational access, such as Plyler v. Doe, in 1981. Recent taxpayer rights claims to "take back" school districts (and school funding) are a significant continuation of the same articulations of whiteness that pervade the history of property tax-based school funding. This chapter argues that the remaining high level of racial segregation and inadequate, unequal educational funding can only be remedied through a more integrated legal understanding of the historical connections between race and class, taxation and inequality.Less
The conclusion briefly traces the repercussions of the project of taxpayer identity and legal racial liberalism in the post-Rodriguez era, looking at school financing cases at the state court level in the 1980s and 1990s, as well as partial victories for educational access, such as Plyler v. Doe, in 1981. Recent taxpayer rights claims to "take back" school districts (and school funding) are a significant continuation of the same articulations of whiteness that pervade the history of property tax-based school funding. This chapter argues that the remaining high level of racial segregation and inadequate, unequal educational funding can only be remedied through a more integrated legal understanding of the historical connections between race and class, taxation and inequality.
Rajashri Chakrabarti and Paul E. Peterson
- Published in print:
- 2008
- Published Online:
- August 2013
- ISBN:
- 9780262033763
- eISBN:
- 9780262270113
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262033763.003.0001
- Subject:
- Economics and Finance, Econometrics
This book provides a series of general, overarching assessments of the promise provided by public–private partnerships, focusing on specific partnerships in particular countries. The conventional ...
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This book provides a series of general, overarching assessments of the promise provided by public–private partnerships, focusing on specific partnerships in particular countries. The conventional division between the public and private sector—between publicly financed and managed schools versus privately financed and managed schools—is examined, while initiatives that are publicly funded but privately managed are evaluated. Public–private partnerships can be divided into four broad categories: Publicly funded resources that are publicly managed, privately funded resources that are privately managed, publicly funded resources that are privately managed, and privately funded resources that are publicly managed. For the purposes of this book, publicly funded privately managed schools are divided into two subcategories: Schools where the nongovernmental authority approached the state for funding; and schools where private authorities have been invited to manage.Less
This book provides a series of general, overarching assessments of the promise provided by public–private partnerships, focusing on specific partnerships in particular countries. The conventional division between the public and private sector—between publicly financed and managed schools versus privately financed and managed schools—is examined, while initiatives that are publicly funded but privately managed are evaluated. Public–private partnerships can be divided into four broad categories: Publicly funded resources that are publicly managed, privately funded resources that are privately managed, publicly funded resources that are privately managed, and privately funded resources that are publicly managed. For the purposes of this book, publicly funded privately managed schools are divided into two subcategories: Schools where the nongovernmental authority approached the state for funding; and schools where private authorities have been invited to manage.
Raquel Fernández and Richard Rogerson
- Published in print:
- 2003
- Published Online:
- February 2013
- ISBN:
- 9780226355337
- eISBN:
- 9780226355344
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226355344.003.0007
- Subject:
- Economics and Finance, Behavioural Economics
This chapter examines the consequences of several school voucher programs that serve to redistribute income in a manner which affects the distribution of the quality of education across students. It ...
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This chapter examines the consequences of several school voucher programs that serve to redistribute income in a manner which affects the distribution of the quality of education across students. It considers three voucher programs: the lump-sum, means-tested, and means-equalizing voucher programs. The analysis reveals that vouchers, especially the power-equalizing vouchers, generate large increases in a nation's income and well-being. This is because they generate more optimal investments in education than any version of current school finance operating at the district level could.Less
This chapter examines the consequences of several school voucher programs that serve to redistribute income in a manner which affects the distribution of the quality of education across students. It considers three voucher programs: the lump-sum, means-tested, and means-equalizing voucher programs. The analysis reveals that vouchers, especially the power-equalizing vouchers, generate large increases in a nation's income and well-being. This is because they generate more optimal investments in education than any version of current school finance operating at the district level could.
Anne Newman
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9780226071749
- eISBN:
- 9780226071886
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226071886.001.0001
- Subject:
- Education, Educational Policy and Politics
In this book, Anne Newman addresses urgent moral and policy questions about educational justice in a democratic society. She focuses on two questions that arise at the intersection of political ...
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In this book, Anne Newman addresses urgent moral and policy questions about educational justice in a democratic society. She focuses on two questions that arise at the intersection of political theory, educational policy, and the law. The first is a theoretical question: What is the place of a right to education in a deliberative democracy? She argues for this right as a matter of equal citizenship, and emphasizes that it must be shielded from the sway of majoritarian policy-making far more carefully than policy-makers and theorists recognize. She then turns to a related practical question: How can this right be realized in the US?She offers two case studies of leading types of rights-based democratic activism: school finance litigation at the state level, and the mobilization of citizens through community-based organizations. She compares the role of rights claims on these different paths to reform, and also considers how democratic ideals may need to be revised in light of the obstacles that reformers face in their advocacy for educational rights. By bringing together philosophical analysis and policy-minded case studies, this book advances understanding of the relationships among moral and legal rights, education reform, and democratic politics.Less
In this book, Anne Newman addresses urgent moral and policy questions about educational justice in a democratic society. She focuses on two questions that arise at the intersection of political theory, educational policy, and the law. The first is a theoretical question: What is the place of a right to education in a deliberative democracy? She argues for this right as a matter of equal citizenship, and emphasizes that it must be shielded from the sway of majoritarian policy-making far more carefully than policy-makers and theorists recognize. She then turns to a related practical question: How can this right be realized in the US?She offers two case studies of leading types of rights-based democratic activism: school finance litigation at the state level, and the mobilization of citizens through community-based organizations. She compares the role of rights claims on these different paths to reform, and also considers how democratic ideals may need to be revised in light of the obstacles that reformers face in their advocacy for educational rights. By bringing together philosophical analysis and policy-minded case studies, this book advances understanding of the relationships among moral and legal rights, education reform, and democratic politics.
Suzanne M. Wilson
- Published in print:
- 2002
- Published Online:
- October 2013
- ISBN:
- 9780300094329
- eISBN:
- 9780300127539
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300094329.003.0003
- Subject:
- Sociology, Education
This chapter examines the administration of Louis “Bill” Honig, who was on California's State Board of Education in the 1970s. Before Honig's administration, the California Department of Education ...
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This chapter examines the administration of Louis “Bill” Honig, who was on California's State Board of Education in the 1970s. Before Honig's administration, the California Department of Education (CDE) had been focusing on programs in early childhood, school finance, and school improvement, curriculum was practically off the map, and the state issued “frameworks” that were intended to describe the goal of K–12 curriculum in all subject matters. Honig and his colleagues, on the other hand, wanted to change testing, curriculum, teacher education, school organization, and parent and community involvement across all grade levels and all subjects. This chapter then examines the teaching system in place in California during late 1970s, and what changes and adjustments were attempted at the time.Less
This chapter examines the administration of Louis “Bill” Honig, who was on California's State Board of Education in the 1970s. Before Honig's administration, the California Department of Education (CDE) had been focusing on programs in early childhood, school finance, and school improvement, curriculum was practically off the map, and the state issued “frameworks” that were intended to describe the goal of K–12 curriculum in all subject matters. Honig and his colleagues, on the other hand, wanted to change testing, curriculum, teacher education, school organization, and parent and community involvement across all grade levels and all subjects. This chapter then examines the teaching system in place in California during late 1970s, and what changes and adjustments were attempted at the time.
