"To Educate a Nation" brings together the work of some of the most
notable young scholars in the field of national education policy
studies, focusing on the growing federal role in reform efforts;
programs to provide equal educational opportunity; the changing
relationships among federal, state, and local agencies; and the
shifting boundaries between public and private sectors.
Collectively, these essays provide a new and penetrating look at
how education policymaking has changed over the past fifty years.
Individually, they address such issues as desegregation, education
choice, Title I, the National Defense Education Act, the politics
of pre-K education, and Supreme Court decisions on equal
opportunity--as well as how No Child Left Behind fits into the
larger framework of debates over the standards-based reform
movement.
Developed over three years of seminars at Brown University, "To
Educate a Nation" brings thematic and analytical coherence to the
subject. Bridging historical and social science analyses, the
contributors examine the interactions of federal initiatives with
state and local practices as they highlight the complications
inherent in American education today and provide a framework for
grappling with its problems. Their insights expand our
understanding of federal policy, national reform movements, and the
changing nature of the polity in education-the institutions,
traditions, and power relationships that define who has a voice in
education policymaking and how they participate in it.
For citizens and scholars alike, To Educate a Nation provides
new ways to think about educational decision making in a federal
system of governance, about unintended consequences of top-down
policies, and about the continued resilience of state and local
variation, clarifying how education policy is made in our unusual
American system of shared governance and supplying an effective
framework for understanding today's complex policymaking
context.
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