Shaping Education Policy : Power and Process book cover
2nd Edition

Shaping Education Policy
Power and Process

ISBN 9781138656345
Published October 3, 2017 by Routledge
370 Pages 9 B/W Illustrations

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Book Description

Shaping Education Policy is a comprehensive overview of education politics and policy, which provides conceptual guideposts for future policy development and strategies for change. Leading scholars explore the interacting social processes and the dynamics of power politics as they intersect with democratic ideals and shape school performance. Chapters cover major themes that have influenced education, including the Civil Rights Movement, federal involvement, the accountability movement, family choice, and development of nationalization and globalization. This edited collection examines how education policy in the United States has evolved over the last several decades and how the resulting policies are affecting schools and the children who attend them. This important book is a necessary resource for understanding the evolution, current status, and possibilities of educational policy and politics.

Table of Contents



Chapter 1: Progressivism and The Evolution of Education Policy
Douglas E. Mitchell

Chapter 2: Progressive Conflicts Produced Surprising Policy Changes
Douglas E. Mitchell

Chapter 3: Education Politics and Equity: An Altered Landscape in Efforts to Expand Educational Opportunity
Robert L. Crowson, Jason A. Grissom, and Catherine E. Knepp

Chapter 4: Civil Rights for Individuals and Groups
Douglas S. Reed, Tedi K.Mitchell, and Douglas E. Mitchell

Chapter 5: The Post World War II: Political Economy of Education Finance
James W. Guthrie & Elizabeth Ettema

Chapter 6: The Paradox of Curriculum Policy
Lorraine M. McDonnell

Chapter 7: The Market for Schooling
Douglas N. Harris, John F. Witte, and Jon Valant

Chapter 8: The Influence of Practice on Policy
David K. Cohen, Susan L. Moffitt, and Kelly B. Smith

Chapter 9: Disconnect by Design: College Readiness Efforts Still Hampered by Divided K-12 and Higher Education Systems
Michael Kirst and Andrea Venezia

Chapter 10: The Political Influence of Philanthropic Organizations
Sarah Reckhow and Jeffrey W. Snyder

Chapter 11: The New Politics of Educational Reform: Elites, Venues, and the Reframing of Reform
Dorothy Shipps

Chapter 12: All Together Now: The Apparent Resurgence of Locally Based Cross-Sector Collaboration
Carolyn J. Riehl and Jeffrey R. Henig

Chapter 13: Governance in Urban School Systems: Redrawing Institutional Boundaries
Kenneth K. Wong and Emily M. Farris

Chapter 14: What Have We Learned About Shaping Education Policy?
Douglas E. Mitchell, Dorothy Shipps, Robert L. Crowson

Author Bios

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Douglas E. Mitchell is Professor of the Graduate Division at the University of California, Riverside, USA.

Dorothy Shipps is recently retired as an Associate Professor of Education and Public Affairs from Baruch College at City University of New York, USA.

Robert L. Crowson is Professor Emeritus in the Department of Leadership, Policy, and Organizations in Peabody College at Vanderbilt University, USA.


Praise for the First Edition

"Shaping Education Policy provides a comprehensive overview of where new policy initiatives and governance structures come from. Perhaps more importantly, it raises questions about what we might expect of their implementation."
Teachers College Record review by Jack Schneider, Assistant Professor, Education, College of the Holy Cross


"It is a truth universally acknowledged that American schools are in need of dramatic improvement. Those seeking to understand why this is so—and why 'reforms' almost always fall short of their goals—will not find a better starting point than this volume, which brings together an outstanding group of authors to explore the vexed relationships among history, politics, and educational policy. As political and policy environments grow darker and more turbulent Shaping Education Policy offers a steady perspective on the things that matter most for American schools, and why they are so difficult to achieve."
David N. Plank, Research Professor, Graduate School of Education, Stanford University