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Preface and Acknowledgments vii

Introduction---Federal Education Policy in Historical Perspective 1

The Politics of Policy Regimes 11

The Early Federal Role in Education (to 1988)---ESEA and the Equity Regime 25

From Devolution to National Goals in Education---George H. W. Bush and America 2000 (1988--1992) 51

Laying the Foundation for a New Accountability Regime---Clinton, the 1992 Presidential Election, and Goals 2000 (1992--1994) 75

Showdown---The Conservative Assault on the Federal Role in Education (1994--1996) 105

Stalemate---The Republican Retreat on Education and the Search for a New Consensus (1996--2000) 128

Maneuver---George W. Bush, the 2000 Election, and the New Politics of Education 146

Convergence---The No Child Left Behind Act and the New Federal Education Policy Regime (2001--2005) 165

Conclusion---Education, Swing Issues, and Contemporary American Politics 196

Appendix. Interviews Conducted for This Study 211

Notes 215

Index 251

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No child left behind and the transformation of federal education policy, 1965-2005 이용현황 표 - 등록번호, 청구기호, 권별정보, 자료실, 이용여부로 구성 되어있습니다.
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알라딘제공
Education is intimately connected to many of the most important and contentious questions confronting American society, from race to jobs to taxes, and the competitive pressures of the global economy have only enhanced its significance. Elementary and secondary schooling has long been the province of state and local governments; but when George W. Bush signed into law the No Child Left Behind Act in 2002, it signaled an unprecedented expansion of the federal role in public education.

This book provides the first balanced, in-depth analysis of how No Child Left Behind (NCLB) became law. Patrick McGuinn, a political scientist with hands-on experience in secondary education, explains how this happened despite the country's long history of decentralized school governance and the longstanding opposition of both liberals and conservatives to an active, reform-oriented federal role in schools. His book provides the essential political context for understanding NCLB, the controversies surrounding its implementation, and forthcoming debates over its reauthorization.

Using education as a case study of national policymaking, McGuinn also shows how the struggle to define the federal role in school reform took center stage in debates over the appropriate role of the government in promoting opportunity and social welfare. He places the evolution of the federal role in schools within the context of broader institutional, ideological, and political changes that have swept the nation since the 1965 Elementary and Secondary Education Act, chronicles the concerns raised by the 1983 report A Nation at Risk, and shows how education became a major campaign issue for both parties in the 1990s. McGuinn argues that the emergence of swing issues such as education can facilitate major policy change even as they influence the direction of wider political debates and partisan conflict.

McGuinn traces the Republican shift from seeking to eliminate the U.S. Department of Education to embracing federal leadership in school reform, then details the negotiations over NCLB, the forces that shaped its final provisions, and the ways in which the law constitutes a new federal education policy regime-against which states have now begun to rebel. He argues that the expanded federal role in schools is probably here to stay and that only by understanding the unique dynamics of national education politics will reformers be able to craft a more effective national role in school reform.

This book is part of the Studies in Government and Public Policy series.

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