A Typology of Education Ballot Issues: 1906 to 2009

Autor/inn/en	Carpenter, Dick M., II; Clouse, Wendi
Titel	A Typology of Education Ballot Issues: 1906 to 2009
Quelle	In: Journal of New Approaches in Educational Research, 2 (2013) 2, S.54-62 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2254-7339
Schlagwörter	Educational Policy; Bond Issues; Democracy; State Policy; State Action; Voting; Educational Legislation; Policy Formation; Political Campaigns; Politics of Education; Qualitative Research; Educational Finance; Educational Facilities; Educational Change; Moral Issues; Equal Education + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Demokratie; Staatliche Intervention; Abstimmung; Bildungsrecht; Schulgesetz; Politische Betätigung; Educational policy; Qualitative Forschung; Bildungsfonds; Bildungsstätte; Bildungsreform; Moraltheorie
Abstract	Almost half of the states in the United States allow citizens to make educational policy through ballot issues, a mechanism of direct democracy. Yet, no study has attempted analyze the educational ballot issue landscape, meaning little systematic attention has been paid to this important and increasingly influential form of educational policy making. This study identifies and classifies the types of state ballot issues considered by voters in the 24 states that allow for the creation of educational policy through direct democracy. Between 1906 and 2009, citizens voted on 206 education-related ballot issues. Among these, six types emerged: curriculum and instruction, equity, fiscal, infrastructure, morality, and reform. Ballot issues have been used most often for fiscal issues, followed by infrastructure, reform, morality, and curriculum and instruction. Across all types of ballot issues, voters rejected education initiatives by a wide margin: A little more than 66% failed at the ballot box. Nevertheless, it remains a popular method of grassroots educational policymaking--2000 to 2009 saw the most frequent consideration of education ballot issues. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01