Lecciones de un Programa Federal para la Diversidad Escolar: Delineando una Teoría de Cambio e Implementación de Políticas Locales

Autores/as

  • Elizabeth DeBray University of Georgia
  • Kathryn McDermott University of Massachusetts-Amherst
  • Erica Frankenberg Pennsylvania State University
  • Ann Elizabeth Blankenship University of Southern Mississippi

DOI:

https://doi.org/10.14507/epaa.v23.1999

Palabras clave:

aplicación, la diversidad, la política federal, política

Resumen

En 2009, el Departamento de Educación de Estados Unidos financió  once distritos escolares usando el programa de asistencia técnica para los Planes de Asignación Estudiantil (TASAP). El impulso para el programa provino del Consejo de Escuelas de Ciudades de Gran Tamaño, que estaba preocupado que los distritos escolares podrían responder a una decisión de la Corte Suprema desmantelando políticas con objetivos de integración. Analizamos el diseño del programa TASAP, su aplicación por el depto de Educación, y cómo los distritos utilizaron los fondos, y encontramos que los resultados de TASAP fueron mixtos. Cinco distritos representaron ejemplos de aplicación “exitosos”, en el uso de los fondos en formas que priorizaban la diversidad. Seis demostraron una implementación “subvertido”, usando los fondos de manera que satisfacian las necesidades locales, pero alejadas de la meta de diversidad.

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Biografía del autor/a

Elizabeth DeBray, University of Georgia

Elizabeth DeBray is a professor in the Department of Lifelong Education, Administration & Policy in the College of Education, University of Georgia.  She received her EdD from Harvard University. Her research interests are the politics of federal education policy, interest group politics, use of research evidence, and implementation of policies to support school-level diversity.  She is the author of Politics, Ideology, and Education: Federal Policy during the Clinton and Bush Administrations (Teachers College Press, 2006); and co-edited (with Erica Frankenberg) Integrating Schools in a Changing Society: New Policies and Legal Options for a Multiracial Generation (University of North Carolina Press, 2011).  

Kathryn McDermott, University of Massachusetts-Amherst

Kathryn A. McDermott is a professor of education and public policy at the University of Massachusetts, Amherst. She is a political scientist who studies the connections between education policy and equity. Most commonly, she uses qualitative and case-study methodology. She is the author of Controlling Public Education: Localism Versus Equity (University Press of Kansas, 1999) and High Stakes Reform: The Politics of Educational Accountability (Georgetown University Press, 2011).

Erica Frankenberg, Pennsylvania State University

Erica Frankenberg is an associate professor in the Department of Education Policy Studies at the Pennsylvania State University. Her research interests focus on racial desegregation and inequality in K–12 schools and the connections between school segregation and other metropolitan policies. Recent book publications include Educational Delusions? Why Choice Can Deepen Inequality and How to Make Schools Fair (with Gary Orfield), The Resegregation of Suburban Schools: A Hidden Crisis in American Education (with Gary Orfield), and Integrating Schools in a Changing Society: New Policies and Legal Options for a Multiracial Generation (with Elizabeth DeBray).

Ann Elizabeth Blankenship, University of Southern Mississippi

Ann Blankenship is an assistant professor of education law and policy in The University of Southern Mississippi’s Department of Educational Leadership and School Counseling. Her research focuses on teacher employment law and equality of educational opportunity in P–12 public schools.

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Publicado

2015-09-07

Cómo citar

DeBray, E., McDermott, K., Frankenberg, E., & Blankenship, A. E. (2015). Lecciones de un Programa Federal para la Diversidad Escolar: Delineando una Teoría de Cambio e Implementación de Políticas Locales. Archivos Analíticos De Políticas Educativas, 23, 83. https://doi.org/10.14507/epaa.v23.1999

Número

Vol. 23 (2015)

Sección

Articles

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