Regional Educational Policy Analysis
Regional Educational Policy Analysis
复制标题
区域教育政策分析
DOI：
--
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Nadine Hylton
中科院分区：
文献类型：
--
作者：
Kara S. Finnigan;J. J. Holme;M. Orfield;T. Luce;Sarah Diem;A. Mattheis;Nadine Hylton
尽管区域公平学者已经证明了交通、住房和就业方面的跨辖区合作如何能够促进低收入家庭的机会，但很少有人认真关注区域教育政策在改善儿童机会方面的潜力。本研究旨在通过研究大都市区内学区之间的跨区“合作”或合作协议来解决这一差距。这些合作安排解决了两个相互关联的人口变化：公立学校种族隔离程度的上升以及从学区内种族隔离向学区之间种族隔离的转变。本文研究了三个区域合作组织（纽约州罗切斯特、内布拉斯加州奥马哈和明尼苏达州明尼阿波利斯），它们涉及不同程度的合作、资金和法律效力。该分析基于三个地点的 60 次深度访谈，考虑了每个项目的设计特征如何与当地政治动态相互作用，以决定这些合作能够实现政策目标的程度。
Although regional equity scholars have demonstrated how cross-jurisdictional collaboration on transportation, housing, and employment can promote opportunity for low-income families, few have paid serious attention to the potential of regional educational policy to improve opportunity for children. This study seeks to address this gap by examining inter-district “collaboratives” or cooperative agreements between school districts within a metropolitan area. These collaborative arrangements address two inter-related demographic shifts: the rising level of segregation in public schools and the shift from within district segregation to between-district segregation. This article examines three regional collaboratives (Rochester, NY, Omaha, NE, and Minneapolis, MN) that involve varying degrees of cooperation, funding, and legal force. Drawing on 60 in-depth interviews across the three sites, this analysis considers how each program’s design features interact with local political dynamics to shape the degree to which these collaboratives are able to achieve policy goals.