Doctoral Dissertation Research: National and Local Policies in Public Education

博士论文研究：国家和地方公共教育政策

• 批准号: 1003130
• 负责人: Pamela Walters
• 金额: $ 0.83万
• 依托单位: Indiana University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-07-01 至 2012-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1003130&HistoricalAwards=false
• 关键词: Doctoral; Dissertation; Research; National; Local

SES#: 1003130PI: Pamela B. WaltersCo-PI: Emily A. BowmanIndiana University This project examines why a nation that embraces education as a core value does not have a more centralized system of public education. To address this issue, this study investigates key points in US history when policies designed to use federal funds in the provision of public education were seriously considered, but largely thwarted. Using a comparative-historical research design and conducting textual analyses of both secondary and primary sources of data (including the Congressional Record, newspaper articles, and archival materials), three specific cases are examined: the Blair bills of the post-Civil War era, the Harrison bills of the New Deal era, and the Elementary and Secondary Education Act (ESEA) of the War on Poverty era. The research investigates how extant elite domination, downtrodden mobilization, state-centered, institutional politics, policy legacy, and political culture explanations can or cannot be usefully applied to explain the lack of a strong federal role in US public education. The findings will aid policymakers. BROADER IMPACTS: Those who are considering contemporary school reforms such as school funding equalization and school vouchers as well as standing legislation such as the No Child Left Behind Act can benefit from knowing how and why previously proposed federal-level redistributive educational reform efforts have failed. Knowledge of the factors that influence the trajectory of reform can better equip policymakers to overcome obstacles to policies that hold out the promise of improving the lives of future generations.

SES编号：1003130 PI：Pamela B。艾米丽A.鲍曼印第安纳大学这个项目探讨了为什么一个把教育作为核心价值的国家没有一个更集中的公共教育系统。为了解决这个问题，这项研究调查了美国历史上的关键点时，旨在使用联邦资金在提供公共教育的政策被认真考虑，但在很大程度上受挫。使用比较历史的研究设计和进行文本分析的次要和主要来源的数据（包括国会记录，报纸文章和档案材料），三个具体的情况下进行检查：布莱尔法案的后内战时代，哈里森法案的新政时代，和小学和中学教育法（ESEA）的反贫困战争时代。本研究探讨了现存的精英统治，受压迫的动员，以国家为中心，制度政治，政策遗产和政治文化的解释可以或不能有效地应用于解释美国公共教育中缺乏强大的联邦作用。这些发现将有助于政策制定者。更广泛的影响：那些正在考虑当代学校改革的人，如学校资金均等化和学校代金券以及常设立法，如《不让一个孩子掉队法》，可以从了解以前提出的联邦一级再分配教育改革努力失败的原因和原因中受益。了解影响改革轨迹的因素，可以使决策者更好地克服政策障碍，使之有望改善子孙后代的生活。