Literaturnachweis - Detailanzeige
| Autor/in | Sunderman, Gail L. |
|---|---|
| Titel | Politics of Educational Excellence: Reform in Illinois and Minnesota in the 1980s. |
| Quelle | (1995), (45 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Economics; Educational Policy; Elementary Secondary Education; Fiscal Capacity; Policy Formation; Politics of Education; Public Opinion; School Restructuring; State Action; State Legislation; Tax Effort; Illinois; Minnesota |
| Abstract | In less than 2 years after the publication of the national report "A Nation at Risk," an overwhelming majority of states adopted many of the educational reform measures advocated in the report. The rapid adoption of the reforms among states with different political cultures, policy traditions, and partisan control raises the question of why these policies so quickly gained such wide support. This paper examines policy adoption in two states, Illinois and Minnesota, from three perspectives: issue mobilization, fiscal, and political. Data were gathered in a case-study analysis of education reforms adopted in Illinois during 1983-85 and in Minnesota between 1983 and 1988. Data-collection methods included document analysis and interviews with past and current legislators and legislative staff, state education agency officials and staff, interest group representatives, union and business representatives, education commission members, and representatives from the governor's staff. Interviews were conducted and documentary information gathered between October 1992 and July 1994. A conclusion is that the two states have very different political traditions and cultures, but are following the same trajectory in terms of educational policy. One difference, however, is that Minnesota is a policy innovator, while Illinois tends to follow the policy examples of other states. A second finding is that the 1980s saw business interest groups take a more active role in educational policy formation, while traditional education interest groups were marginalized. Finally, an interventionist planning state designed to promote the welfare of citizens is being challenged by market-oriented approaches. Two figures and one table are included. (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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