Suchergebnisse

Since the 1960s, U.S. presidents have used their executive, administrative, and political power to pursue policy goals in elementary and secondary education. This article analyzes the K-12 education policy strategies pursued during the first three years of the Donald Trump presidency, focusing on two main aspects of Trump's approach to education policy. First, I analyze Trump's heavy reliance on executive and administrative tools and his use of these tools to promote state flexibility, diminish federal direction on civil rights issues, and expand private and public school choice. Second, I examine the Trump administration's approach to implementing the Every Student Succeeds Act of 2015 (ESSA), especially in reviewing state plans pursuant to the ESSA. The administration took a highly deferential approach as states sought approval for their ESSA plans and in a way that suggests the Trump presidency is shifting federal involvement in K-12 education policy away from prioritizing equity and oversight.

A review essay on books by (1) Elizabeth H. Debray, Politics, Ideology & Education: Federal Policy during the Clinton and Bush Administrations (New York: Teachers Coll, 2006); (2) Paul Manna, School's In: Federalism and the National Education Agenda (Washington DC: Georgetown U Press, 2006); (3) Patrick J. McGuinn, No Child Left Behind and the Transformation of Federal Education Policy, 1965-2005 (Lawrence, KS: U Press Kansas, 2006); & (4) Gail L. Sunderman, James S. Kim, & Gary Orfield, NCLB Meets School Realities: Lessons from the Field (Thousand Oaks, CA: Corwin Press, 2005).