Local Control in the Era of Accountability: A Case Study of Wisconsin PreK

Autor/inn/en	Graue, M. Elizabeth; Wilinski, Bethany; Nocera, Amato
Titel	Local Control in the Era of Accountability: A Case Study of Wisconsin PreK
Quelle	In: Education Policy Analysis Archives, 24 (2016) 60, (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	School District Autonomy; Accountability; Case Studies; Preschool Education; Educational Policy; Public Policy; State Standards; National Standards; Policy Formation; Models; State Policy; Educational Change; Public Education; Politics of Education; Educational History; Semi Structured Interviews; Stakeholders; Policy Analysis; Program Implementation; Wisconsin + Suchen Sie Ihr Suchwort? School district; School districts; Autonomy; School autonomy; Schulautonomie; Verantwortung; Case study; Fallstudie; Case Study; Pre-school education; Vorschulerziehung; Politics of education; Bildungspolitik; Öffentliche Ordnung; Politische Betätigung; Analogiemodell; Bildungsreform; Öffentliche Erziehung; Educational policy; History of education; Bildungsgeschichte; Politikfeldanalyse
Abstract	The opposing principles of local control and increased standardization are a prominent tension in the United States' education system. Since at least the early 1990s, this tension has taken shape around the accountability movement, defined by educational reforms that hold schools, teachers, and students accountable for performance on new standards, assessments, and curricula. While many scholars have examined the manifestations of the current accountability movement, few have looked at this phenomenon within the growing public preK movement. Drawing from interviews with state policymakers and district-level actors, this paper describes how the seemingly contradictory principles of local control and increased state and national standards (what we refer to simply as standardization) are shaping the policy and practice of Wisconsin's preK system, known as 4K. We argue that rational models of policy making fail to explain the coexistence and blending of the strands of local control and standardization we found in our data, and suggest that Deborah Stone's (2001) policy paradox provides a better theoretical framework for our findings. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01