Interest Groups, the Courts, and Educational Equality: A Policy Regimes Approach to "Vergara v. California"

Autor/inn/en	Superfine, Benjamin Michael; Thompson, Alea R.
Titel	Interest Groups, the Courts, and Educational Equality: A Policy Regimes Approach to "Vergara v. California"
Quelle	In: American Educational Research Journal, 53 (2016) 3, S.573-604 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831216645906
Schlagwörter	Court Litigation; Educational Policy; Politics of Education; Educational Change; Equal Education; Advocacy; Unions; Educational Legislation; State Legislation; Tenure; Teacher Dismissal; Case Studies; Desegregation Litigation; School Desegregation; Educational Finance; Urban Schools; California; Kentucky; New Jersey + Suchen Sie Ihr Suchwort? Rechtsstreit; Politics of education; Bildungspolitik; Educational policy; Bildungsreform; Sozialanwaltschaft; Bildungsrecht; Schulgesetz; Landesrecht; Amtszeit; Beschäftigungsdauer; Lehrerbeurlaubung; Case study; Fallstudie; Case Study; Integrative Schule; Bildungsfonds; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Kalifornien
Abstract	In "Vergara v. California" (2014), a trial-level court ruled that California laws governing teacher tenure and dismissal were unconstitutional. This study analyzes "Vergara" in light of the shifting use of the courts to promote equal educational opportunities and the changing power bases of educational interest groups, including educational advocacy groups and teacher unions. This study particularly uses policy regimes theory to analyze the relationship between political interests, ideas, and institutions and highlights how the case represents an inversion of how educational interest groups have traditionally used the courts as vehicles for effecting education reform. Grounded in this analysis, this study explores legal and policy implications for both courts and reformers acting in this new context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01