Collision Course: Federal Education Policy Meets State and Local Realities

by Paul Manna

<!-- /* Font Definitions */ @font-face { 0 0 0 0 0 0 0 0 0; 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {""; "Times New Roman"; "Times New Roman";} @page Section1 { 11.0in; 1.25in 1.0in 1.25in; } div.Section1 {} --> What happens when federal officials try to accomplish goals that depend on the resources and efforts of state and local governments? Focusing on the nation′s experience with the No Child Left Behind Act (NCLB), Manna′s engaging case study considers just that question. Beyond the administrative challenges NCLB unleashed, Collision Course examines the dynamics at work when federal policymakers hold state and local governments accountable for results. Ambitions for higher performance collide with governing structures and practices.  Were the collisions valuable for their potential to transform education policy, or has the law inflicted too much damage on state and local institutions responsible for educating the nation′s youth? The results have been both positive and negative. As Manna points to increased capabilities in states and localities, he also looks at expanded bureaucratic requirements. Collision Course offers a balanced and in-depth assessment of a policy that has sparked heated debate over a broad expanse of time- from NCLB′s adoption through its implementation to the Obama administration′s attempts to shift away. Federalism, the policymaking process, and the complexity of education policy all get their due in this accessible and analytical supplement.

Genres: Nonfiction

224 pages, Paperback

First published October 12, 2010

Reviews

[Steven Peterson · Rating 3 out of 5]

An interesting policy-oriented volume. The focus? A case study of "No Child Left Behind." The subtitle of the book says much: "Federal Education Policy Meets State and Local Realities." Key question: What should the federal government's role in education be? Traditionallyu, this has been perceived as a local (and state) responsibility. How does "No Child Left Behind" (hereafter, NCLB) fit in?

The book begins with an examination of national government's role in K-12 education. The NCLB logic and levers are discussed; implementation of the law is addressed.

The take at the end of the book suggests the author's perspective (Page 159): "The disconnect that existed between NCLB's theories of action and the policy world that implemented the law revealed many weaknesses in the federal government's ability to promote accountability for meaningful educational results.

An interesting case study that sparks considerable reflection. . . .

[Mykle Law · Rating 3 out of 5]

I would likely have given this 4 stars if it had anything more than the barest hint of a nod to the implications for pedagogy and teaching practice.

A well-crafted analysis of numbers, narratives, and theory, it makes a good case for why the No Child Left Behind Act is basically not one law, but 50, given the individualized manner in which each state implemented it.

See my much longer review here: https://elkym.wordpress.com/2011/11/0...

[Kevin Kosar · Rating 4 out of 5]

My review of this book is at the: Federal Education Policy History website.