Understanding Education Policy Making and Policy Change in the American States

Learning from Contemporary Policy Theory

Authored by: Michael K. McLendon , Lora Cohen-Vogel , John Wachen

Handbook of Education Politics and Policy

Print publication date:  November  2014
Online publication date:  November  2014

Print ISBN: 9780415660426
eBook ISBN: 9780203074107
Adobe ISBN: 9781135106775

10.4324/9780203074107.ch4

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Abstract

Writing only a few short years ago, two of this chapter’s authors commented on the vast policy changes that seemed to have engulfed America’s K-12 and higher education sectors since the mid-1980s (McLendon & Cohen-Vogel, 2008). In K-12 education, we noted, states had adopted new curriculum standards, embarked on innovative teacher certification regimens, established new assessment and accountability regimes, experimented with incentives programs linking teacher compensation with student performance, litigated hundreds of school finance lawsuits, and witnessed the ascendancy and retreat—and re-ascendance—of countless other “reform” initiatives at the local, state, and national levels.

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