Title V of ESEA: The Impact of Discretionary Funds on State Education Bureaucracies

1973 ◽  
Vol 43 (3) ◽  
pp. 362-385 ◽  
Author(s):  
Jerome Murphy
Keyword(s):  
Educational Policy ◽  
Educational Reform ◽  
Title V ◽  
Organizational Constraints ◽  
State Education Agencies ◽  
State Education ◽  
Education Agencies ◽  
The Impact

While much has been written about the failure of federal efforts to secure educational reform, little systematic attention has been paid to the organizational constraints impeding the implementation of federal educational policy. In this article,the author focuses on some of these constraints while exploring the impact of federal discretionary funds on state education agencies. In this process, he challenges many current ideas about how properly-functioning education bureaucracies work,and how they should be reformed and evaluated.

scholarly journals Opening the black box of data-based school monitoring: Data infrastructures, flows and practices in state education agencies

2019 ◽  
Vol 6 (1) ◽  
pp. 205395171985331 ◽  
Author(s):  
Sigrid Hartong ◽  
Annina Förschler
Keyword(s):  
Black Box ◽  
School Governance ◽  
Digital Data ◽  
Critical Data ◽  
State Education Agencies ◽  
State Education ◽  
The Us ◽  
Different Types ◽  
Data Infrastructures ◽  
Education Agencies

Contributing to a rising number of Critical Data Studies which seek to understand and critically reflect on the increasing datafication and digitalisation of governance, this paper focuses on the field of school monitoring, in particular on digital data infrastructures, flows and practices in state education agencies. Our goal is to examine selected features of the enactment of datafication and, hence, to open up what has widely remained a black box for most education researchers. Our findings are based on interviews conducted in three state education agencies in two different national contexts (the US and Germany), thus addressing the question of how the datafication and digitalisation of school governance has not only manifested within but also across educational contexts and systems. As our findings illustrate, the implementation of data-based school monitoring and leadership in state education agencies appears as a complex entanglement of very different logics, practices and problems, producing both new capabilities and powers. Nonetheless, by identifying different types of ‘doing data discrepancies’ reported by our interviewees, we suggest an analytical heuristic to better understand at least some features of the multifaceted enactment of data-based, increasingly digitalised governance, within and beyond the field of education.

scholarly journals A conquista da aprendizagem em matemática: matéria pendente na agenda de políticas educacionais do México, para o ensino secundário superior

2020 ◽  
Vol 24 (esp. 2) ◽  
pp. 995-1014
Author(s):  
Cecilia Osuna Lever
Keyword(s):  
Academic Performance ◽  
Secondary Education ◽  
Educational Policy ◽  
Educational Reform ◽  
Educational Level ◽  
Educational Policies ◽  
Official Document ◽  
The Moment ◽  
Higher Secondary Education ◽  
The Impact

A reflection on the main educational reforms of recent years in Mexico is addressed, briefly describing which and how many have been, culminating with the recent 2019 Educational Reform. We point out, the fact that little information exists on the impact that the implementation of the reforms in the country has had, commenting on some of the published reports that analyze the previous 2013 Educational Reform. Derived from this, it is explained what an educational policy is and how in Mexico at the moment, there is no official document about the educational policy for the current six-year term and based on the new reform, and a brief analysis is presented on non-achievement in mathematics in higher secondary education. Consigning the urgency of designing educational policies that address, among others, the problem of low academic performance at this educational level.

Highlighted & Underlined

2018 ◽  
Vol 99 (6) ◽  
pp. 6-7
Keyword(s):  
High Schools ◽  
Summer Institute ◽  
Racial Groups ◽  
Actual Cost ◽  
Online Tool ◽  
State Education Agencies ◽  
State Education ◽  
Elite Colleges ◽  
Education Agencies ◽  
Integrated Schools

State education agencies are coping with new responsibilities under ESSA. A new survey reveals differences in how members of different racial groups view U.S. schools. A consortium of high schools is developing a mastery-based transcript. A summer institute will help educators create more racially, ethnically, and socio-economically integrated schools. An online tool helps families understand the actual cost of elite colleges.

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