EPPL 601 EDUCATIONAL POLICY: DEVELOPMENT AND ANALYSISWeek #2

Democratic Foundations for American Education

ECONOMIC BACKDROP Public Policy is reactionary

Based in historical context Situated in broad social trends

Economic History and Eras Adam Smith— “Invisible hand” Franklin Roosevelt— “New Deal”

• Ronald Regan— “Supply-side economics/Reganomics”

ECONOMIC CONCLUSIONS

Economic systems are not stable

Economic changes are only somewhat predictable

Economics intertwined with politics

BUSINESS CYCLES

Recovery Peak Recession Trough

Depression/Recovery

Economic Indicators Gross National Product Unemployment Rate Inflation Rate Misery Index—unemployment rate + inflation

Shift from industry to knowledge

Globalization

PEOPLE AND ECONOMY

Debt Personal debt Federal deficit

Endemic inflation

Gap between rich and poor

DEMOGRAPHICS

Aging population

Immigration and Migration

Exodus from urban center—suburbs

Increasing Diversity

Changing Family Life

SOME DEMOGRAPHICSEDUCATIONAL ATTAINMENT FOR OVER 18 BA OR HIGHER

Unite

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Alaba

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Califo

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Color

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Florid

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Georg

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Hawai

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Kentu

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Maryl

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Michi

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New H

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North

Car

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Penn

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Texa

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Virgin

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5

10

15

20

25

30

35

40

20002005

PROJECTED CHANGE IN THE NUMBER OF HIGH-SCHOOL GRADUATES2007-8 TO 2017-18

Chronicle Almanac 2008

PROPORTION OF COLLEGE STUDENTS WHO ARE MINORITY-GROUP MEMBERS—FALL 2005

Chronicle Almanac 2008

HISTORICAL EVOLUTION OF HIGHER EDUCATION

Harvard—first university established in 1636—primarily to educate ministers

Colonial Colleges—balanced duties to both church and province

Morrill Land-Grant Act of 1862—established at least one college of ag & mechanical arts in each state—utilitarian education

1876—Johns Hopkins offer graduate education—the beginning of the research university

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HISTORICAL CONTEXT—CONT’D

1920-1940– increases in junior colleges

1945-1975—GI Bill 1944, idea of mass education. 1972 Higher Education Act amendments formalized commitment to student aid. Larger social issues.

1975-2002—Shift from grants to loans for students. Title IX. Increase in public criticism of the economic relevance of academic research and assessment of student learning.

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HISTORICAL ERAS OF PUBLIC EDUCATIONo Common School 1831-1900oHorace Mann

o “Scientific” Sorting Machine 1900-1982• Immigration •WWI and WWII• Depression• Cold War/Space Race• Civil Rights/Equity Issues

NEW PARADIGM 1983-2001

Reform Movements Update Common School Professionalize Teaching Marketize Eduation

NCLB 2001 “Teeth” Actions Attacks

Globalization

THEORETICAL FRAMEWORKS

Competing Values What culture values Changes over time

Lowi’s Policy Types Distributive Regulatory Redistributive

THEORETICAL FRAMEWORKS –CONT’D

Institutional Choice Bureaucracy Legalization Professionalization Politics Market

International Convergence Curriculum Goals

Theoretical Frameworks

Colonial PeriodK-12-Young Republic

HEd-Colonial Colleges

IndustrializationK-12 Common

SchoolHEd-Land Grants

Mass EducationK-12 Scientific

SortingHEd-Mass Education

Reform-Accountability

K-12 NCLBHEd-Spellings

Bureaucracy Weak Strong Strong Strong on Institution level

Shifting on National Level

Legalization Weak Weak Strong Strong/ShiftingFERPA/IDEA

Professionalization Weak Moderate Moderate Moderate/WeakChanging

DemographicsPolitics Weak Moderate Weak Moderate

Market Strong Weak Weak Moderate

International Convergence

Slight SlightGerman Model for Research/Normal

Schools

Moderate StrongConformity

Competition/HEd

Competing Values IndividualismFreedom

Building of a NationFraternity

EfficiencyAccess

Freedom of Choice

Distributive Strong Weak Weak Weak

Regulatory Weak Strong Strong Strong

Redistributive Weak Weak Strong Moderate

Ala Fowler, 2009

LAYERS OF FEDERALISM

Distribution of powers Central Government States

Shifts over time in the fore fronting of nation/state roles

Support for Federalism Check and balance on tyranny Acknowledges state differences and priorities States can try program out, if fail, not

everywhere Multiple opportunities for public involvement

NATIONAL GOVERNMENT

Express Powers Implied Powers (necessary and proper

clause) Inherent Powers

Constitutional ties National Supremacy Clause War Power Regulate Commerce Power to Tax and Spend

STATE GOVERNMENT

Those powers not reserved to the national government

Not in conflict with national law

Education is in the domain of the states How has this shifted over time? How has the national government sifted their

influence?

EXPANDING NATIONAL ROLES

Role of Federal Court McCulloch v. Maryland (1819) reinforced national

domain—instituted idea of national supremacy (the trump card)

Courts used to negotiate between national/state rights

Federal Grants Money=power for policies and programs Ex. Block grants opposed by cities, loss of control

TECHNIQUES FOR FEDERAL CONTROL

Direct Orders Cross-cutting requirements (grants require

following federal dictates) Cross-over sanctions (highway

money==drinking age) Total Preemption Partial Preemption (national standards/states

creative in solutions)

THE FUTURE

Transfer of programming to states—costs

Turn toward federal government in times of fiscal exigency, economics

Rise in national issues (environment, trade, economy, etc.)