New Public Management, with its emphasis on debureaucratization, decentralization, and accountability, has attempted to make public sector organizations function in the same way as those in the private sector. Its implications for traditional governmental entities, including the public school system, are yet to be fully determined. The No Child Left Behind Act (NCLB) of 2001 was intended to decrease achievement gaps caused by race, class, first language, and learning abilities. The act's foci of accountability, testing, sanctions, and rewards in the educational process are central to the federal government's framework for shaping the goals and outcomes of educational policy across the United States. The present research indicates that the development and use of performance measures to hold educators accountable and improve performance is limited by organized employee groups and enhanced by minority student populations. At this time, significant increases in student performance as a result of NCLB efforts are not evidenced.Over the past few decades, a wave of reforms has taken place aimed at enhancing the efficiency of the public sector and the power of policymakers over the bureaucracy. New Public Management and its accompanying changes have attempted to make public entities function in the same way as those in the private sector; and debureaucratization, decentralization, and accountability have been central themes in this reinventing-government movement. Reform efforts have included the application of scientific principles to the organization and management of employees; identification and elimination of fraud, waste, and abuse;

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Social media is quickly becoming one of the most important media outlets for police departments; it provides them with the opportunity to engage in two-way dialogue with citizens. This direct line of communication can help build trust and legitimacy among racial minorities and other vulnerable groups with whom relationships are strained. However, little is known about the presence of cultural competency, legitimacy and social equity content in these exchanges. This research assesses these issues through an examination of Facebook interactive exchanges between citizens and police departments. The results reveal two key findings. First, vulnerable citizens’ comments and questions are more likely to raise concerns about agencies commitment to delivering culturally competent and socially equitable services. Next, agencies ignore, or rarely respond to, inquiries raising cultural and equity concerns. These findings highlight the need for future exploration of the use of social media accounts by police departments.

Performance policies aim to use provisions such as competitive recruitment packages, performance pay, outcome-based tenure decisions, and sanction to enhance the quality of the public sector workforce. Federal Race to the Top and No Child Left Behind policies have promoted the adoption of such principles among the states by linking funding to their implementation. While all 50 states have developed performance policies, the policies vary in strength and rigor. This research uses fiscal federalism and other state characteristics to assess factors affecting commitment to performance workforce development policies among the states. It finds that state need and commitment to federal initiatives influence the strength of voluntary state performance policies. It also finds that performance workforce development policies influence the dismissal of underperforming educators and the retention of highly qualified employees. However, a negative relationship is reported between policy strength and the retention of highly qualified teachers.

Performance management proposes to use market reforms to enhance public services. However, the ability to accomplish this goal is largely unsubstantiated. In the field of education, Race to the Top and No Child Left Behind aimed to improve education by mandating the development of performance provisions that enhanced workforce quality and provided options for citizens. This research assesses the relationship between legislation and the desired performance outcomes. It reveals that performance policies did not have the desired impact on workforce development reforms or citizens use of market mechanisms. Workforce development and market reforms were also limited by environmental variables.El manejo del desempeño propone usar reformas de mercado para mejorar los servicios p ublicos. Sin embargo, la capacidad de alcanzar carece de sustento. En el area de la educaci on, las campañas "Race Literature ReviewThe public education systems historic use of compliance accountability has received considerable criticism. Moe (2003) attributes it to one of the factors that allowed the profession to attract and retain what he calls the wrong type of employees. These are individuals who are complacent, lack creativity, are disconnected from the profession, and are primarily concerned with self-interest. Their employment promotes lower levels of teacher motivation and absenteeism (Ingersoll and Smith 2003), poor service quality (Maynard-Moody and Musheno 2003), and poor student outcomes (