Lições de um Programa Federal para a Diversidade Escolar: Esboçando uma Teoria da Mudança e Implementação de Políticas Locais

Autores

  • 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

Palavras-chave:

aplicação, diversidade, política federal, política

Resumo

Em 2009, o Departamento de Educação dos Estados Unidos financiou onze distritos escolares usando o programa de assistência técnica para os Planos de Atribuição dos estudantes (TASAP). O impulso para o programa veio do Conselho de Escolas das Grandes cidades, que estava preocupado que os distritos escolares poderiam responder a uma decisão da Suprema Corte desmantelando as políticas para objectivos de integração. Analisamos a concepção do programa TASAP, a implementação pelo Departamento de Educação, e como os distritos utilizaram os fundos, e encontramos  resultados misturados. Cinco distritos representaram exemplos de implementação “bem sucedida”, na utilização dos fundos de maneiras que priorizaram a diversidade. Seis mostraram uma implementação “subvertida”, usando os fundos para satisfacer as necessidades locais, mas muito longe da meta de diversidade.

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Biografia do Autor

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

Como Citar

DeBray, E., McDermott, K., Frankenberg, E., & Blankenship, A. E. (2015). Lições de um Programa Federal para a Diversidade Escolar: Esboçando uma Teoria da Mudança e Implementação de Políticas Locais. Arquivos Analíticos De Políticas Educativas, 23, 83. https://doi.org/10.14507/epaa.v23.1999

Edição

v. 23 (2015)

Seção

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