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McGuinn (Politics and the Future of the Federal Role in Education (The…

- - - - “School districts can shift up to 50 percent of the federal funds they receive for teaching improvement, innovation, technology, and safe and drug-free schools among the different programs or into Title I.” (McGuinn, 2005, 43)
        
        Trujillo
        
        Conceptual Framework: Democratic School Governance Amid High-Stakes Accountability
        
        “From a democratic perspective, McNeil (2002) also reasoned that high-stakes pressures reduce “public education to a private good by measuring, and thereby validating, only highly individualized means of achievement” (p. 245).” (Trujillo, 2013, p.335)
        
        “Yet her observation that “standardized accountability systems have been studied and debated more for their effects on achievement than for their potential to reshape the societal basis underlying a public education” (2002, p. 245) suggests that much remains to be understood about the dynamics between accountability and democratic social processes.” (Trujillo, 2013, p.335)
        
        Finding 2:Autocratic Decision Making and Participation
        
        Implications for Research
        
        “District studies that operationalize success in broader terms and in multiple ways can round out the discourse on effective districts to encompass other desirable goals for teaching and learning.” (Trujillo, 2013, p.353)
        
        “These findings contribute to the small, but growing body of empirical studies of urban school boards by bringing to the fore evidence about the specific democratic functions of these hotly contested bodies for local governance.” (Trujillo, 2013, p.352)
        
        Data Collection and Analysis
        
        District Effectiveness
        
        “This rapidly growing field considers, among other things, the relationship between different district governance structures and student performance, usually measured by standardized test scores (Trujillo, in press).” (Trujillo, 2013, p.338)
        
        Finding 3: Centrally Determined, Standardized Practices
        
        “The strategies they articulated for reaching this goal centered on the alignment of classroom resources and a coherent, efficient system to man- age instruction.” (Trujillo, 2013, p.349)
        
        “In doing so, the board members promoted centrally deter- mined, standardized curricular and instructional practices that were in line with more privatized educational philosophies and approaches to teaching.” (Trujillo, 2013, p.349)
        
        Finding 1: Individualized Goals for Teaching and Learning
        
        Urban School Boards
        
        “At the heart of the dispute is the question of whether boards of education play an essential role in ensuring an educated citizenry and preserving local, democratic control of public education (Glickman, 1993; Kirst, 1984).” (Trujillo, 2013, p.337)
        
        Implications for Policy and Practice
- - - - “Comparing NCLB with the most recent prior reauthorization of ESEA in 1994 shows the NCLB does not take federal education policy in a new direction.” (McGuinn, 2005, 45)
        
        “Paul Manna has emphasized its derivation from earlier state education reform efforts.” (McGuinn, 2005, 45)
        
        “He has advanced what he calls a “ agenda setting” model to explain the passage of NCLB and argues that state activity on education reform put pressure on the federal government to embrace standards, accountability, and choice.” (McGuinn, 2005, 45)
- - - - The 1980s largely resulted in a stalemate as conservative proposals to abolish the Department of Education and to create private school choice programs were defeated and Democratic proposals for a significantly enlarged federal role were also blocked.
- - - - Though the new laws did not include many mandates for states, they nonetheless signified a sea change in federal education policy and codified the shift from the historical focus on ensuring equity for disadvantaged students and impoverished schools to a new commitment to improve the academic performance of all students and schools.
- - - - Central dictates that are aimed at maximizing welfare on average may oversupply the service in some areas and undersupply it in others. Local officials should respond better to local needs because they are more exposed to pressure from constituents and because they may use quality public services to attract or retain residents.(Gunnarsson,Orazem,Sanchez, & Verdisco, 2009 pg. 26)
- - - - There are substantial differences across countries in how decisions are made regarding teacher hiring, evaluation, and compensation. In Argentina and Peru, hiring promotion and salary decisions are made at the state or provincial level, while in Bolivia and the Dominican Republic, it is the national authorities that manage personnel matters.
        
        o The contribution of this study is to formally confront the decision by the local authority of whether or not to exercise control over the school. Rather than presuming the local school managerial effort is determined exclusively by legislative fiat, we assume that the local authority can choose how much effort to exert in running the school. As a consequence, the exertion of local authority must be treated as an endogenous variable and estimates that treat the exercise of local authority as exogenous will be biased.