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An Implementation Study on the U.S.Department of Education Policy.

美国教育部政策实施研究。

基本信息

批准号：
04610145
负责人：
TSUBOI Yoshimi
金额：
$ 0.77万
依托单位：
Aichi University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1992
资助国家：
日本
起止时间：
1992 至 1993
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-04610145/
关键词：
U.S.Department of Education mandate issue compensatory education ESES Title I ECIA Chapter 1

项目摘要

This study explores the mandate issues in the Elementary and Secondary Education Act(ESEA,1965) Title I and its amendments, and the Education Consolidation and Improvement Act (ECIA,1981) Chapter 1 and its 1988 amendement. Congress amended the original ESEA on four occasions-1968, 1970, 1974, and 1978. Each amendment resulted in new mandates that specified more clearly the congressional commitment to helping disadvantaged children from low-income families. In 1988, Congress reauthorized ECIA Chapter 1 with the mandate to the nation's schools to close the gap between low- and high-achieving students, stressing accountability for performance, program improvement, and flexibility to produce results. The program has moved from a focus on financial accountability and regulatory compliance to accountability based on results.On the basis of this analysis, we can find two quite opposite possibilities. One is centralized control. The board's discretion is squeezed from the top by increasing numbers of regulations from the federal and state governments. Another posibility is that citizen will make progress in local control of education by calling federal and state governments to account for equal educational opportunity. Meaningful local control is available only to those school districts with sufficient resources. Greater state and federal grants will be essential in meeting urban children's educational needs.The major point I clarified in the study is that the U.S.Department of Education has been reorganized as the policy making body for managing the national educational goals such as President Clinton's "Goals 2000."

本研究探讨了中小学教育法（ESEA，1965年）第一章及其修正案，教育巩固和改进法（ECIA，1981年）第一章及其1988年修正案的任务问题。美国国会曾四次修改ESEA，分别是1968年、1970年、1974年和1978年。每一项修正案都产生了新的授权，更明确地规定了国会对帮助低收入家庭弱势儿童的承诺。1988年，国会重新授权ECIA第1章，授权全国学校缩小低成就学生和高成就学生之间的差距，强调对表现的责任，计划改进和灵活性，以产生结果。该计划已经从注重财务责任和监管合规转向基于结果的责任。在此分析的基础上，我们可以发现两种完全相反的可能性。一是集中控制。由于联邦和州政府越来越多的规定，董事会的自由裁量权受到了来自高层的挤压。另一种可能性是，公民将通过呼吁联邦和州政府对平等的教育机会负责，在地方控制教育方面取得进展。只有那些拥有足够资源的学区才能进行有意义的地方控制。为了满足城市儿童的教育需要，必须增加州和联邦的赠款。我在研究中阐明的主要观点是，美国教育部已经改组为管理国家教育目标的政策制定机构，如克林顿总统的“目标2000”。"