Education Policies and Policy Making in Arizona: Report on a Survey of Education Policy Actors

Autor/in	Lawton, Stephen B.
Titel	Education Policies and Policy Making in Arizona: Report on a Survey of Education Policy Actors
Quelle	(2011), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Core Curriculum; School Activities; Educational Testing; Educational Finance; School Organization; Instructional Materials; Educational Change; State Government; Educational Policy; Policy Analysis; Policy Formation; School Buildings; Educational Facilities; Governance; Student Evaluation; Professional Development; Structured Interviews; Administrator Attitudes; Influences; Stakeholders; Facilitators (Individuals); Arizona + Suchen Sie Ihr Suchwort? Kerncurriculum; Bildungsfonds; School organisation; Schulorganisation; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsreform; Bund-Länder-Beziehung; Politics of education; Bildungspolitik; Politikfeldanalyse; Politische Betätigung; School building; Schulgebäude; Bildungsstätte; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Schulnote; Studentische Bewertung; Influence; Einfluss; Einflussfaktor
Abstract	This study provides an objective look at the education policies adopted by the State of Arizona since 2000, describes participants in the policy-making process, and identifies policy options for the future. The framework of the study uses a typology of educational policies with seven categories: school building and facilities, curriculum material, school organization and governance, school program definition, student testing and assessment, school personnel training and certification, and school finance. The policy-making process reflects the influence 17 groups of policy makers grouped into five categories: insiders, near circle, far circle, sometime players, and often forgotten players. Data for this study were collected in the fall of 2010 using a structured interview schedule. A purposive sample of 22 policy actors was identified by the actors' roles in policy groups and 14 individuals agreed to participate. Respondents represented the breadth of the political spectrum and 28% had experience in the executive branch of the state government, 14% in the legislative branch; 36% in education interest groups; and 21% in non-education interest groups. Legislators were perceived to be most influential and teacher and administrator associations the least. Policy options reflect the need for funding streams to support renewal of facilities, the implementation of the Common Core curriculum, and new accountability measures. Tensions between state, federal, and local control are apparent. To varying degrees, respondents support a more transparent state funding system, equity in the treatment of school districts and charter schools, and the possibility of some form of performance-based funding to encourage excellence. Two appendixes present: (1) Approaches to Educational Policy Areas; and (2) Background characteristics of respondents (n = 14). (Contains 19 figures, 3 footnotes, and 3 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10