Education For Children of the Poor: A Study of the Origins and Implementation of the Elementary and Secondary Education Act of 1965

Karier, Clarence J.; Jeffrey, Julie Roy

doi:10.2307/1855381

Cited by 11 publications

(2 citation statements)

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“…The evolution of policy implementation research is typically described in three generations (Goggin et al, 1990;Pülzl & Treib, 2017). First, in the 1970s, came case studies of specific policy implementation processes that identified individual variables like hierarchical complexity (Pressman & Wildavsky, 1973) or conflict among implementers (Jeffrey, 1978). Second, through the 1980s, came a wave of discourse on top-down compared to bottom-up implementation, as well as the first analytical frameworks for implementation (i.e., Mazmanian & Sabatier, 1983).…”

Section: Theorymentioning

confidence: 99%

An Empirical Case of Education Policy Implementation in Serbian VET

Caves

Oswald-Egg

2023

IJRVET

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Purpose: Education policy implementation is as important as policy design. This study applies a literature-based, multi-dimensional framework for success factors and barriers to vocational education and training (VET) reform implementation in the case of a new dual VET law in Serbia. We use the framework to assess factors related to implementation, then relate these factors to actual implementation progress to determine how factors relate to progress. In this application of the framework, we examine whether implementation success requires high scores in every dimension. Methods: This is a mixed methods study. We conduct document analysis of key resources related to the structure and intention of the reform. We also statistically analyze a dataset of two rounds of interviews conducted during the pre- and early-implementation phases. These interviews include key stakeholders from the public and private sectors, and from national, regional, and local-level actors. We examine how the framework's dimensions and determinants relate to implementation progress. Results: The implementation of the law is moving forward in Serbia, making this a successful case of progress in policy implementation. Despite this progress, the factors for implementation are not all strong. We find that the content dimension of the framework is a barrier, capacity is unclear, and context, commitment, and clients—actors' engagement— drive implementation progress. Thus, although the implementation process is imperfect in its determinants, it is successfully progressing and already forming the new system. Conclusions: Based on our results we argue that—even if the framework describes factors that affect VET reform implementation—not all elements are necessary for VET reform implementation to progress. Policymakers can start without perfect implementation conditions and may benefit from striving for "good enough" across dimensions rather than perfect in any one dimension. We discuss potential mechanisms and identify pathways for future research, including moving in the direction of causal research.

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Section: Theorymentioning

confidence: 99%

An Empirical Case of Education Policy Implementation in Serbian VET

Caves

Oswald-Egg

2023

IJRVET

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“…Johnson emphasized the connection between education and citizenship, noting, "[w]e blend time and faith and knowledge in our schools-not only to create educated citizens, but also to shape the destiny of this great Republic." (Johnson, 1965;Jeffrey, 1978). ESEA's origin as a civil rights bill, enacted after the Civil Rights Act and the same year as the Voting Rights Act, served as a vehicle to promote federal, state, and local cooperation, support students' civil rights, and expand access to quality educational opportunities (Brown v. Board, 2019).…”

mentioning

confidence: 99%

Re-centering civil rights in the reauthorization of ESEA: An equitable, ecological, evidence-based framework

DeBray,

Finnigan,

George

et al. 2023

EPAA

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This article considers the reauthorization of the Elementary and Secondary Education Act (ESEA) in light of current educational inequities and the impact of the pandemic. The reauthorization presents an opportunity to center equity and justice and revitalize the civil rights aspects of the law. The authors review recent studies about the myriad ways the COVID-19 pandemic affected students, teachers and school systems and situates the reauthorization within the broader political context, including federal aid to states and districts during the pandemic. The authors present overarching policy recommendations: (1) a restructuring of the law’s titles to focus on students, teachers, and systems (i.e. schools and districts); (2) a focus on the principles of racial equity, an ecosystem approach to serve students’ needs across policy silos (i.e., housing and health), and a focus on research evidence; (3) policy targets for students; (4) policy targets for educators, including professional renewal and retention; (5) policy targets for the education system as a whole, including a focus on fiscal equity and facilitating regional approaches to cross-sector collaborations. The article presents a coherent conceptual framework for a redesign of ESEA with an emphasis on equity, evidence use, and ecosystems that is argued would directly address the needs of students, teachers, and systems.

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The Federal Role in Educational Research and Development

Vinovskis¹

2000

pep

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and disseminating educational statistics for more than 130 years. Over time the focus has shifted from data gathering to research and development (R&D) to find more effective ways of educating children. Educational research and development, however, has not been held in high esteem by most academics and policymakers in the twentieth century. 1 Policymakers have usually downplayed the value of supporting longterm research and development compared with providing immediate and direct assistance to local schools. When the sciences and social sciences were called upon to increase their contributions during World War II, the U.S. Office of Education (USOE) scaled back its support of educational research and development. 2 However, as it became increasingly evident in the mid-1960s that adequate knowledge was lacking about how to improve the schooling of poor children, the Johnson administration and Congress supported larger investments in long-term educational research and development. 3 The need for federal involvement in educational research, development, and statistics has increased today. Analysts and policymakers are slowly and reluctantly acknowledging that many of the basic federal compensatory education programs established in the 1960s are not as effective as originally hoped. Large-scale, popular federal educational initiatives such as Title I and Head Start probably do offer assistance for some disadvantaged students. But these programs have not provided the same educational

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Education For Children of the Poor: A Study of the Origins and Implementation of the Elementary and Secondary Education Act of 1965

Cited by 11 publications

References 0 publications

An Empirical Case of Education Policy Implementation in Serbian VET

An Empirical Case of Education Policy Implementation in Serbian VET

Re-centering civil rights in the reauthorization of ESEA: An equitable, ecological, evidence-based framework

The Federal Role in Educational Research and Development

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