The 'Production' of Education: The Turn from Equity to Efficiency in U.S. Federal Education Policy

Autor/in	Griffen, Zachary
Titel	The 'Production' of Education: The Turn from Equity to Efficiency in U.S. Federal Education Policy
Quelle	In: Journal of Education Policy, 37 (2022) 1, S.69-87 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Griffen, Zachary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2020.1751884
Schlagwörter	Educational Policy; Equal Education; Federal Government; Access to Education; Public Policy; Educational Legislation; Elementary Secondary Education; Federal Legislation; Teacher Effectiveness; Poverty Programs; Educational History; Efficiency; Human Capital + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bundesregierung; Education; Access; Bildung; Zugang; Bildungszugang; Öffentliche Ordnung; Bildungsrecht; Schulgesetz; Bundesrecht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Armenfürsorge; History of education; Bildungsgeschichte; Effectiveness; Effektivität; Wirkungsgrad; Humankapital
Abstract	The U.S. federal government has played a growing role in setting nationwide education policy since the passage of the Elementary and Secondary Education Act (ESEA) in 1965. This Act, along with the 'Equality of Educational Opportunity' report commissioned by the 1964 Civil Rights Act, led the U.S. Office of Education to pursue a policy agenda focused on equalizing access and ameliorating poverty through the education system. Despite the promotion of equity serving as the officially stated goal of federal policy, expert evaluations of the government's efforts incorporated technical assumptions from the field of economics that prioritized maximizing "efficiency" between inputs and outputs in the education system. When the ESEA was reauthorized in 2002 as No Child Left Behind, significant 'policy drift' had occurred such that the evaluation of teacher quality -- which was the subject of a large literature in economics on the 'education production function' -- was incorporated as a key component of the education system's flagship anti-poverty initiative, Title I. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01