Reexamining the Federal Role in Higher Education


Book Description

This book provides a comprehensive description of the federal government's relationship with higher education and how that relationship became so expansive and indispensable over time. Drawing from constitutional law, social science research, federal policy documents, and original interviews with key policy insiders, the author explores the U.S. government's role in regulating, financing, and otherwise influencing higher education. Natow analyzes how the government's role has evolved over time, the activities of specific governmental branches and agencies that affect higher education, the nature of the government's influence today, and prospects for the future of federal involvement in higher education. Chapters examine the politics and practices that shape policies affecting nondiscrimination and civil rights, student financial aid, educational quality and student success, campus crime, research and development, intellectual property, student privacy, and more. Book Features: Provides a contemporary and thorough understanding of how federal higher education policies are created, implemented, and influenced by federal and nonfederal policy actors. Situates higher education policy within the constitutional, political, and historical contexts of the federal government. Offers nuanced perspectives informed by insider information about what occurs behind the scenes in the federal higher education policy arena. Includes case studies illustrating the profound effects federal policy processes have on the everyday lives of college students, their families, institutions, and other higher education stakeholders.













Resources in Education


Book Description










Policy Studies: Review Annual


Book Description

Every editor of the Policy Studies Review Annual brings a unique perspective to bear in selecting articles to be included. This perspective reflects varying methodological and disciplinary judgments, varying judgments on what the field of policy studies or policy analysis is and where it should be going, and varying judgments regarding the quality of articles which are or claim to be in the field. Because it is the objective to assemble a set of essays which are both interesting and topical, there will be varying perspectives on these matters as well. The volume clearly reflects the editors perspectives. They are explicit about these judgments and perspectives, and then let the content of the volume speak for itself. First, we are both economists. As a result, the general topics selected and the articles chosen under each topic tend to emphasize economics more than the other disciplines involved in the field of policy studies—sociology, psychology, political science, law, and so on. This emphasis is clearly seen by comparing the contents of volume I (edited by Stuart Nagel, a political scientist) and volume II (edited by Howard Freeman, a sociologist) with that of this volume. Second, the editors have a particular view of what policy studies or policy analysis is. That view has several aspects. In the first place, they feel that the field of policy studies or policy analysis must define itself, and this definition will develop as researchers do just what the title of the field says—study or analyze policies. A corollary of this view is that we place a low weight on papers which discuss the policy process or reforms in policy-making, relative to papers which analyze a policy, a policy proposal, or a problem which leads to calls for policy action.




Equity and Adequacy in Education Finance


Book Description

Spending on K-12 education across the United States and across local school districts has long been characterized by great disparitiesâ€"disparities that reflect differences in property wealth and tax rates. For more than a quarter-century, reformers have attempted to reduce these differences through court challenges and legislative action. As part of a broad study of education finance, the committee commissioned eight papers examining the history and consequences of school finance reform undertaken in the name of equity and adequacy. This thought-provoking, timely collection of papers explores such topics as: What do the terms "equity" and "adequacy" in school finance really mean? How are these terms relevant to the politics and litigation of school finance reform? What is the impact of court-ordered school finance reform on spending disparities? How do school districts use money from finance reform? What policy options are available to states facing new challenges from court decisions mandating adequacy in school finance? When measuring adequacy, how do you consider differences in student needs and regional costs?