Education Politics and Policy: Emerging Institutions, Interests, and Ideas

Galey, Sarah

doi:10.1111/psj.12100

Cited by 21 publications

(24 citation statements)

References 61 publications

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“…Second, the negative coefficient estimates for organization homophily suggest that actors are likely to form ties with different types of organizations (e.g., LEAs, state agencies, research organizations, nonprofits) to collaborate and exchange information about the needs of children on the autism spectrum, though the finding in the second model is associated with a lower degree of confidence ( p < 0.10). The heterogeneity of interactions between public and private organizations is consistent with recent education policy trends in which LEAs build partnerships with private actors to deliver various educational services (Galey, ; Manna, ; Manna & McGuinn, ). Similarly, the negative coefficient for professional homophily indicates that actors are likely to form strong, collaborative ties across professional specializations.…”

Section: Resultssupporting

confidence: 59%

The Effects of Risk, Beliefs, and Trust in Education Policy Networks: The Case of Autism and Special Education

Parsons¹

2018

Policy Studies Journal

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Resumen There are multiple theoretical accounts of how actors address problems of collective action in policy networks, but the two most prominent hypotheses are the risk and belief homophily hypotheses. The risk hypothesis claims that relational structures (e.g., bridging, bonding) depend on the benefits actors receive from uncooperative behavior, while the belief homophily hypothesis claims that relational ties form around shared policy beliefs. This study incorporates the case of autism and special education policy, a subsystem best characterized by Berardo and Scholz's (2010) conceptualization of a low‐risk environment, to test hypotheses about the influence of risk, policy beliefs, and trust on the formation on relational ties in education policy networks. Utilizing data from a 2016 network survey of public and private special education stakeholders in Virginia, results from exponential random graph models provide support for the effects of bridging structures, beliefs related to the medical model of disability, and social trust on strong (collaboration) and weak (information/advice) relational ties in policy networks. The findings reinforce the importance of using policy networks to understand how actors build connections across multiple jurisdictions and policy sectors to mitigate problems of coordination in policy decision making and implementation.

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Section: Resultssupporting

confidence: 59%

The Effects of Risk, Beliefs, and Trust in Education Policy Networks: The Case of Autism and Special Education

Parsons¹

2018

Policy Studies Journal

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“…In 2003, Louisiana created the statewide RSD, which has become the center of national attention and is widely viewed as the model for successful school reform (Smith, 2012;Steiner, 2005;Wong & Shen, 2007). As a result, several states have increasingly considered state takeover as a viable option to improve failing schools (Galey, 2015;Smith, 2012). Tennessee's ASD and Michigan's Education Achievement Authority (EEA) are examples of the state assuming control of the operations of low-performing schools that were modeled after the RSD (Smith, 2013).…”

Section: State-run Turnaround Districts and The Response To The Threamentioning

confidence: 99%

Incentivizing improvement or imposition? An examination of the response to gubernatorial school takeover and statewide turnaround districts

Welsh¹,

Williams²

2018

EPAA

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Although state-run school districts and gubernatorial school takeover have become popular turnaround strategies among some states, little is known about how district and school leaders perceive and respond to these changes in educational governance. Using Georgia as a case study, this paper employs sensemaking and exit, voice, and loyalty as frameworks to examine how district and school leaders interpret and respond to the threat of state takeover. Similar to prior studies, results indicate that urban schools and districts largely populated by low-income students and students of color are most likely to be affected by state takeover. Several themes emerge from district and school leaders’ interpretation of state takeover policy, including: (a) principals and teachers are to blame, (b) too many changes, too little time to reflect, (c) lack of trust between school districts and the state, and (d) market-based reforms and the illusion of choice. Although a non-trivial number of teachers and principals have expressed their intent to leave for charter schools or leave the teaching profession in response to the threat of state takeover, voice was the more common response, particularly among teachers in takeover-eligible schools who were more experienced and had students performing well on state tests. There are also noteworthy differences in the response of district and school leaders based on the eligibility for state takeover.

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“…We aim to cycle review articles within each substantive area listed in the Yearbook approximately every 3 years. In five of the policy research areas categorized in the Yearbook, we have now cycled two articles, written 3 years apart: policy process theories (Nowlin, 2011, Petridou, 2014, policy analysis (Blume, Scott, & Pirog, 2014;Carlson, 2011), agenda setting (Eissler, Russell, & Jones, 2014;Pump, 2011), public opinion and public policy (Bachner & Hill, 2014;Mullinex, 2011), and education policy (Conner & Rabovsky, 2011;Galey, 2015).…”

Section: S6mentioning

confidence: 99%