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Autor/inn/en | Delisle, John; Malkus, Nat |
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Titel | Inspecting the Inspector General: Should Auditors Set the Terms of Debate on Federal Education Policy? |
Quelle | In: Education Next, 18 (2018) 4, S.26-32 (7 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1539-9664 |
Schlagwörter | Stellungnahme; Accountability; Elementary Secondary Education; Postsecondary Education; Audits (Verification); Public Agencies; Legal Responsibility; Deception; Educational Policy; Taxes |
Abstract | An independent watchdog agency, the Office of Inspector General (OIG), from the U.S. Department of Education, is charged with ferreting out waste and abuse of taxpayer dollars in both K-12 and postsecondary education. OIG's official mission is to "promote the efficiency, effectiveness, and integrity of the [Education] Department's programs and operations." It primarily fulfills that mission as an investigative body and completes about 25 audits and 250-300 investigations each year. OIG works to make government agencies more accountable while protecting taxpayer dollars from improprieties and fraud--exactly the trust-restoring role that lawmakers had in mind when they created the inspectors general. This paper describes the 2017 OIG audit and report on Western Governors University (WGU) as a case study of how OIG can stubbornly reject innovation and flexibility to guard against fraud. It also discusses how, compared to postsecondary education, K-12 systems and policies garner less attention from OIG, particularly with respect to policy recommendations. Overall, the paper recommends that policymakers who are directly accountable to taxpayers must take a broad range of interests into consideration--a holistic view in which OIG's perspective is one of several, and its interest in preventing fraud is one of many public goods. (ERIC). |
Anmerkungen | Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |