Stimulating Reform

  title={Stimulating Reform},
  author={Patrick McGuinn},
  journal={Educational Policy},
  pages={136 - 159}
This article offers an analysis of the origins, evolution, and impact of the Obama administration’s Race to the Top (RTTT) competitive grant program and places it in the broader context of the debate over the No Child Left Behind Act and the shifting intergovernmental relations around education. RTTT is fundamentally about two things: creating political cover for state education reformers to innovate and helping states construct the administrative capacity to implement these innovations… 
Irrational Exuberance for Market-based Reform: How Federal Turnaround Policies Thwart Democratic Schooling
Background In 2009, the Obama Administration announced its intention to rapidly “turn around” 5,000 of the nation's lowest-performing schools. To do so, it relied on the School Improvement Grant
From No Child Left behind to the Every Student Succeeds Act: Federalism and the Education Legacy of the Obama Administration
This article offers an analysis of the legacy of the Obama Administration’s education agenda, focusing on implications for American federalism. Faced with partisan gridlock in Congress—which was not
The Political Dynamics of District Reform: The Form and Fate of the Los Angeles Public School Choice Initiative
  • J. Marsh
  • Political Science
    Teachers College Record: The Voice of Scholarship in Education
  • 2016
Background Scholars widely acknowledge that politics help explain why policies are adopted and how they play out in states, districts, and schools. To date, political analyses of education reform
Antidote or antagonist? The role of Education Reform Advocacy Organizations in educational policymaking
ABSTRACT In recent years, a new breed of political organizations has had remarkable influence in American educational policymaking. Proponents of neoliberal reform, these groups have been labeled as
Schooling the State: ESEA and the Evolution of the U.S. Department of Education
This article examines the evolution of the role of the “state” in American K–12 education and analyzes the history of the Elementary and Secondary Education Act (ESEA) through the entity responsible
Will Decentralization Affect Educational Inequity? The Every Student Succeeds Act
Purpose: In December 2015, President Obama signed the Every Student Succeeds Act, which was a long overdue reauthorization of the Elementary and Secondary Education Act. What is remarkable about this
Giving to government: the policy goals and giving strategies of new and old foundations
Scholars have found differences between older and newer foundations and their giving priorities and strategies, especially in education. Foundations founded in recent decades with still-living
The State of American Federalism 2011–2012: A Fend for Yourself and Activist Form of Bottom-Up Federalism
The signature developments in intergovernmental relations and federalism in 2011--2012 were generally found at the state and local levels. Strapped for funds to balance their budgets, states and
Beginning to untangle the strange coupling of power within a neoliberal early education context
Policymakers across the globe continue to promote access to early education programmes as a means to improve children's readiness for school. Many of their reforms are rooted in a neoliberal
Recent Trends in Intergovernmental Relations
In this essay, the authors explore trends in intergovernmental relations (IGR) by analyzing recent education policies—No Child Left Behind Act, Common Core State Standards, and local empowerment


No Child Left Behind and the Transformation of Federal Education Policy, 1965–2005
No Child Left Behind and the Transformation of Federal Education Policy, 1965–2005. By Patrick J. McGuinn. Lawrence: University Press of Kansas, 2006. 320p. $40.00 cloth, $19.95 paper. No Child Left
Tightening the Grip? The Impact of State Activism on Local School Systems
Over the last four decades, state governments have become increasingly, and at times aggressively, involved in efforts to influence the public schools. This article describes that governance shift,
Collision Course: Federal Education Policy Meets State and Local Realities
In this book, Paul Manna examines assumptions embodied in the No Child Left Behind Act (NCLB) and federal, state, and local implementation of the law during 2002–2009. He argues that NCLB demands for
When Federalism Works
Twenty years ago cooperative federalism, in the form of federal grant-in-aid programs administered by state and local governments, was applauded almost without reservation as the best means of
Identifying Effective Teachers Using Performance on the Job. The Hamilton Project Policy Brief No. 2006-01.
The Hamilton Project seeks to advance America's promise of opportunity, prosperity, and growth. The Project's economic strategy reflects a judgment that long-term prosperity is best achieved by
Special Interest: Teachers Unions and America's Public Schools
Why are America's public schools falling so short of the mark in educating the nation's children? Why are they organized in ineffective ways that fly in the face of common sense, to the point that it
From Cooperative to Coercive Federalism
Cooperative federalism, the reigning conception of American federalism from about 1954 to 1978, was a political response to the policy challenges of market failure, postwar affluence, racism, urban
Mayors, Governors, and Presidents: The New Education Executives and the End of Educational Exceptionalism
Various accounts have noted a growing visibility and influence of presidents, governors, and mayors in the shaping of educational policy. Typically, explanations for this are discrete and
Dubious Sovereignty: Federal Conditions of Aid and the No Child Left Behind Act
The No Child Left Behind Act (NCLB) represents the greatest extension to date of Federal authority over public school governance. In NCLB, Congress used its conditional spending power to push states
Intergovernmental Grants: A Formal Model of Interrelated National and Subnational Political Decisions
Intergovernmental grants are based on the interrelated choices of: (i) the national government deciding whether to offer the grant; (ii) the national government determining grant conditions; (iii)