The Effects of Federal Education Policy Changes on Policy and Program Development in State and Local Education Agencies. Occasional Paper No. 2.

Autor/inn/en	Astuto, Terry A.; Clark, David L.
Institution	University Council for Educational Administration.
Titel	The Effects of Federal Education Policy Changes on Policy and Program Development in State and Local Education Agencies. Occasional Paper No. 2.
Quelle	(1986), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Educational Policy; Elementary Secondary Education; Federal Government; Federal Programs; Federal Regulation; Federal State Relationship; Policy Formation; Politics of Education; Program Development; Public Schools; School Districts; State Departments of Education + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bundesregierung; Bundeskompetenz; Bund-Länder-Beziehung; Politische Betätigung; Educational policy; Programmplanung; Public school; Öffentliche Schule; School district; Schulbezirk; Kultusministerium
Abstract	Federal education policy preferences of the Reagan Administration include both procedural and substantive elements. The overarching procedural policy is devolution--the transfer of the authority and responsibility for education policy and program development from the federal to state and local levels. Federal activities intended to advance devolution are decentralization, deregulation, and diminution. Decentralization advances devolution by formally transferring the authority for implementation of federal programs, but not the programs themselves, from federal agencies to state and local education agencies. Decentralization occurred with the enactment of the Education Consolidation and Improvement Act of 1981 (ECIA) that established the block grant programs. Deregulation was achieved by constrained enforcement and revoking of regulations. Diminution was accomplished through rescissions and reductions in the federal education budget. Evidence to demonstrate the impact of these factors on state and local agencies is focused on effects that are symbolic, organizational, environmental, substantive, or procedural. Documentation sources include official governmental publications, periodical coverage of federal and state educational policy, publications of policy analysts and agencies, and research studies. Appended are 33 references. (MLF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC