Politics 147: Education Politics and Policy
Pomona College, Spring 2015
Professor David Menefee-Libey

Class Schedule and Assignments
Note: The readings for each class period are listed after the date, and readings posted on Sakai are marked with an *asterisk.
Note also: This is the first draft of the assignment schedule.  We will reconsider and modify it as we go along, and I will add updated readings.

Wednesday, January 21: Overview of the course and requirements, reading and writing
>> Readings: this syllabus
>> *Bartholomae & Petrosky, "Reading With and Against the Grain" Adapted from David Bartholomae and Anthony Petrosky, eds., Ways of Reading, 8th ed. Boston: Bedford/St. Martins, 2008, pp. 10-12.
Friday, January 23: Something to get us warmed up: What are the Common Core State Standards?  Who wrote them?  For what purposes?  Read enough of these two websites and take notes to prepare for an evidence-based conversation.
>> "Preparing America's Students for Success," Common Core State Standards website, updated to 2015, online at http://www.corestandards.org/, the lead organization coordinating development of the Common Core.
>> "What is Common Core?" Common Core: Education without Representation website, January 2015, online at https://whatiscommoncore.wordpress.com/, a fairly thorough compendium of the populist objections to the Common Core.

Monday, January 26: What do Americans want schools to accomplish for children?
>> *David Labaree, "Public Goods, Private Goods: The American Struggle Over Educational Goals," American Educational Research Journal 34:1 (1997).
>> (Optional, for a fuller explanation) *David Labaree, "From Citizens to Consumers," ch. 1 of Someone Has to Fail: The Zero-Sum Game of Public Schooling (Cambridge, MA: 2010), pp. 31-end.
>> (More from Labaree, if you're interested, on why so many missions for schools:) *David F. Labaree, "The Winning Ways of a Losing Strategy: Educationalizing Social Problems in the United States," Educational Theory, Vol. 58, no. 4 (2008), pp. 447-460.
Wednesday, January 28: What is a "good" school? An organizational view
>> *Penny Bender Sebring, et al, The Essential Supports for School Improvement (Chicago, IL: Consortium on Chicago School Research, 2006), available online at http://ccsr.uchicago.edu.
>> [Optional: for earlier, similar but less thorough research findings] *Ronald R. Edmonds, "Programs of School Improvement: An Overview." Educational Leadership vol. 40, no. 3 (December 1982): pp. 4-11.
Friday, January 30: Public Opinion on America's Schools
>> *William J. Bushaw and Valerie J. Calderon, "The 46th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools" (September 2014), available online in two parts at http://www.pdkintl.org/noindex/PDK_Poll46_2014.pdf and http://www.pdkintl.org/noindex/PDKGallupPoll_Oct2014.pdf.
>> (Optional) *Several prior reports are also archived on Sakai if you want to make comparisons.

Monday, February 2: Policy Analysis as a tool for exploring and analyzing elementary and secondary education
>> Fowler preface and ch. 1, "Policy: What It Is and Where It Comes From"
Wednesday, February 4: Your field case study
>> Instruction sheet
>> The Education Data Partnership webpage with information on all California public schools
Friday, February 6: Political science, normative and empirical
>> Fowler ch. 2, "Power and Education Policy"

Monday, February 9: The social context of education politics and policy in the United States
>> Fowler ch. 3, "The Economy and Demographics"
>> (Optional.  Both articles are in a single pdf.) *Jim Cummins, "Author's Introduction -- Framing the Universe of Discourse: Are the Constructs of Power and Identity Relevant to School Failure?" and "Empowering Minority Students: A Framework for Intervention" (1986), Harvard Educational Review, Vol. 71, no. 4 (Winter 2001), pp. 649-675.
Wednesday, February 11: The institutional context of education politics and policy in the United States
>> Fowler ch. 4, "The Political System and Political Culture," through page 81.
Friday, February 13: People, organizations and offices ("stakeholders") you should know about
>> Fowler ch 6, " The Major Education Policy Actors"
>> [For more, optional:] *Tom Loveless, "Uneasy Allies: The Evolving Relationship of School and State," Educational Evaluation and Policy Analysis, Vol. 20, No. 1 (Spring 1998), pp. 1-8.
>> Hand out Paper 1 assignment sheet.

Monday, February 16: Teacher unions
>> *Nathan Burroughs, "Arguments and Evidence: The Debate over Collective Bargaining's Role in Public Education," Education Policy Briefs, vol. 6, no. 8 (Fall 2008), (Published by the Center for Evaluation & Education Policy, Indiana University School of Education).
>> [Optional: long and technical, but excellent and authoritative:] *William Koski, "Teacher Collective Bargaining, Teacher Quality, and the Teacher Quality Gap: Toward a Policy Analytic Framework," Harvard Law & Policy Review" Vol. 67 (2012).
>> [Very optional:] Winkler, Amber M., Janie Scull, and Dara Zeehandelaar. How Strong Are U.S. Teacher Unions? A State-By-State Comparison. (Dayton, OH: Thomas B. Fordham Foundation, October 2012).  Very thorough, with unexpected findings.  Executive Summary will tell you what you need to know.  A 60-page report with hundreds of pages of data at the end.
>> [Very optional, for a good survey of comparing strength of unions from the above report with various indicators:] Baker, Bruce D. “Teachers Unions: Scourge of the Nation?School Finance 101 blog, November 10, 2012.
Wednesday, February 18: What "problems" get the attention of education policy makers?
>> Fowler, ch. 7, "Setting the Stage and Getting on It: Issue Definition and Agenda Setting"
Friday, February 20: The "3rd C": Civic Education, Citizenship Education, or whatever we want to call it.
>> [Long, but excellent] *Pamela Johnson Conover and Donald D. Searing, "A Political Socialization Perspective," in Lorraine McDonnell, Michael Timpane, and Roger Benjamin, eds., Rediscovering the Democratic Purposes of Education (Lawrence, KS: University Press of Kansas, 2000).
>> [Optional, but fascinating] Helping Your Child Become a Responsible Citizen, with activities for elementary, middle, and high school-aged children, rev. ed. (Washington, DC: US Department of Education, 2006).
>> [If you want more:] David E. Campbell, Meira Levinson, and Frederick M. Hess, Making Civics Count: Citizenship Education for a New Generation (Cambridge, MA: Harvard Education Press, 2012).
>> Paper 1 due by 4:00 pm today by 5:00 pm

Monday, February 23: The Coleman Report and its legacy: how Socio-Economic Status (SES) shapes student outcomes
>> *Geoffrey D. Borman & Maritza Dowling, "Schools and Inequality: A Multilevel Analysis of Coleman's Equality of Educational Opportunity Data," Teachers College Record, vol. 112, no. 5 (May 2010), pp. 1201-1236.  (Long and difficult.  Focus on pages 1201-10 and 1236-42.  I'd urge you to try the rest, but you'll have to take good notes to make sense of it.)
>> [Newspaper articles for some context:] *Debra Viadero, “Race Report’s Influence Felt 40 Years Later.” Education Week, June 21, 2006 (Sorry: messy formatting on the Sakai version); and *Debra Viadero, “Fresh Look at Coleman Data Yields Different Conclusions.” Education Week, June 21, 2006 (Also messy formatting.)
>> [Optional: an early, thorough summary and reanalysis of Coleman's data and findings:] *Frederick Mosteller & Daniel P. Moynihan, "A Pathbreaking Report," in Mosteller & Moynihan, eds., On Educational Opportunity: Papers Deriving from the Harvard University Faculty Seminar on the Coleman Report (NY: Vintage Books, 1972).
>> [Optional: for an important reconsideration of socioeconomic status, emphasizing wealth as well as income:] *Donald Easton-Brooks and Alan Davis, "Education Wealth, Traditional Socioeconomic Indicators, and the Achievement Debt," The Journal of Negro Education, Vol. 76, No. 4 (Fall, 2007), pp. 530-54.
>> [Even more optional: for data-geeks, an effort to more carefully explore SES:] Sarah Theule Lubienski and Corinna Crawford Crane, "Beyond Free Lunch: Which Family Background Measures Matter?" Education Policy Analysis Archives, vol. 18, no. 11 (May 2010).
Wednesday, February 25: Creating a permanent "crisis" in American schools
>> National Commission on Excellence in Education, "A Nation at Risk" (April 1983). (Available online at http://www.ed.gov/pubs/NatAtRisk.)
>> *Gene Glass, "Transforming Education: Ordo Ab Chao [Order Out of Chaos]", ch. 2 of Fertilizers, Pills, and Magnetic Strips: The Fate of Public Education in America (Charlotte, NC: Information Age Publishing, 2008), pp. 19-55.
Friday, February 27: The federal Elementary and Secondary Education Act of 2001 and what comes after
>> *Paul Manna, "Leaving No Child Behind," ch. 7 of Christopher T. Cross, ed., Political Education: National Policy Comes of Age (New York, NY: Teachers College Press, 2004), pp. 126-182.
>> TBA
>> (Optional, but excellent for a much broader perspective on federal elementary and secondary education legislation:) *Arnold Shober, "Including Americans," ch. 3 of The Democratic Dilemma of American Education: Out of Many, One? (Philadelphia, PA: Westview Press, 2012).

Monday, March 2: Content Standards: the first link in the chain of standards-based education
>> The California State Academic Content Standards Commission webpage is at http://www.scoe.net/castandards. Go wander around and see what you find.
>> [Optional, if you want one point of view about the historical background:] *Diane Ravitch, "The Search for Order and the Rejection of Conformity: Standards in American Education," in Diane Ravitch and Maris A. Vinovskis, eds., Learning from the Past: What History Teaches Us About School Reform (Baltimore, MD: Johns Hopkins University Press, 1995).
Wednesday, March 4: What policy tools are available to run schools and potentially improve them?
>> Fowler ch. 9, "Looking at Policies: Policy Instruments and Cost Effectiveness," through p. 259.
>> [Optional: Fowler's chapter on the particulars of writing legislation and budgeting:] Fowler, ch. 8, "Getting the Words and the Money: Policy Formulation and Policy Adoption"
Friday, March 6: Curriculum: what should we teach children?
>> TBA
>> Take a look at, for example, California's state curriculum standards for high school civics, adopted in 1998 and available online at http://www.cde.ca.gov/be/st/ss/documents/hssstandards.doc , pages 46-49. (The whole document covers California's history and social studies standards for kindergarten through high school.)
>> [For more, see Robert Rothman, Something in Common: The Common Core Standards and the Next Chapter in American Education (Cambridge, MA: Harvard Education Press, 2011).]
>> Hand out and post Paper 2 prompt today.

Monday, March 9: Reports on and discussion of school visits this week
Wednesday, March 11: Reports on schools
Friday, March 13: Reports on schools
>> Paper 2 due by 4:00 pm today

Monday, March 16 - Friday, March 20: Spring Break

Monday, March 23: Reflections on, discussion of the school reports
>> The handouts and data sheets from the presentation groups
>> Your notes from the presentations
Wednesday, March 25: Brainstorming the second half of the semester: what are the core issues? What do we want to add at the end of the syllabus?
>> Read: this syllabus
Friday, March 27: No class -- Cesar Chavez Day
>> Go read about Cesar Chavez and the United Farm Workers.

Monday, March 30: Language Issues
>> TBA
>> [If you want more:] *Angela Valenzuela, "Subtractive Schooling and Divisions Among Youth," ch 5 of Subtractive Schooling: U.S. - Mexican Youth and the Politics of Caring (Albany, NY: SUNY Press, 1999], pp. 161-226.
Wednesday, April 1: Teachers: who does, and who should teach children?
>> TBA
>> [skim:] *Jennifer Bland, Juliet Tiffany-Morales, Patrick Shields, Katrina Woodworth, Ashley Campbell, David Sherer, and Sylvia Rodezno, California's Teaching Force 2010: Key Issues and Trends (Santa Cruz, CA: Center for the Future of Teaching and Learning, 2010) available online at http://www.cftl.org/Our_Publications.htm. (Note: David Sherer, one of the authors of this report, took this class in 2008!)
>> Annie Lowrey, "Big Study Links Good Teachers to Lasting Gain," New York Times, January 6, 2012.
>> For fuller background, see Darrel Drury and Justin Baer, The American School Teacher: Past, Present, and Future (Cambridge, MA: Harvard Education Press, 2012).
Friday, April 3: The hard part: following through on policy decisions
>> Fowler, ch. 10, "Policy Implementation: Getting People to Carry Out a Policy
>> [For an important perspective:] *Paul Hill & Mary Beth Celio, Fixing Urban Schools (Washington, DC: Brookings Institution Press, 1998), chapters 1-3.
>> Hand out and post Paper 3 prompt today.

Monday, April 6: School finance 1: overview
>> TBA
>> [Optional, but very interesting:] Bruce Baker, "Does Money Matter in Education?" (Washington, DC: Albert Shanker Institute, 2012.)
Wednesday, April 8: School finance 2: California
>> TBA
>> [If you want more, look for Margaret Weston's work at the Public Policy Institute of California.]
Friday, April 10: Evaluating what's been done before, hopefully deciding what to do next
>> Fowler ch. 11, "Policy Evaluation: Determining If the Policy Works"
>> [For an excellent small illustration of policy evaluation:] *G. Alfred Hess, brief passage on a typology of teacher questions in classroom instruction, from "Accountability and Support in Chicago: Consequences for Students," in Diane M. Ravitch, ed., Brookings Papers on Educational Policy 2002 (Washington, DC: Brookings Institution Press, 2002), pp. 362-366.

Monday, April 13: Assessment and Testing
>> EdSource, "Assessment in California," online at http://www.edsource.org/iss_sta_assessment_inCA.html. Follow the linkes to related reports on EdSource.
>> [If you want more, I highly recommend Daniel Koretz, Measuring Up: What Educational Testing Really Tells Us (Cambridge, MA: Harvard University Press, 2008).]
>> Paper 3 due to be handed in and posted on Sakai today by 4:00 pm
Wednesday, April 15: Accountability
>> EdSource, "Accountability Measures" and the subsidiary articles in that section, available online at http://www.edsource.org/iss_sta_accountablity.html.
>> Nancy Kober and Wayne Riddley, Accountability Issues to Watch under NCLB Waivers (Washington, DC: Center on Education Policy, October 2012).
>> [If you want more from the same source:] Compendium of Key Studies of the No Child Left Behind Act (Washington, DC: Center in Education Policy, 2009), especially the summary of studies on accountability.
Friday, April 17: Charter schools
>> Betheny Gross, Melissa Brown, and Katherine Martin, "Assessing the Charter School Landscape," chapter 1 of Robin Lake and Betheny Gross, eds., Hopes, Fears, and Reality: A Balanced Look at American Charter Schools in 2011 (Seattle, WA: Center for Reinventing Public Education, January 2012).
>> [If you want more:] Center for Research on Educational Outcomes (CREDO), Multiple Choice: Charter School Performance in 16 States (Palo Alto, CA: Stanford CREDO, June 2009), Executive Summary Introduction, and skim. Available online at http://credo.stanford.edu
>> [An excellent book on the political and policy challenges of charter school policy analysis: Jeffrey R. Henig, Spin Cycle: How Research Is Used in Policy Debates: The Case of Charter Schools (New York: Russell Sage Foundation, 2008).]

Monday, April 20: At-risk children
>> *Susan B. Neuman, "The Critical Early Years for Changing the Odds," Ch. 1 of Changing the Odds: Seven Essential Principles of Educational Progtrams That Break the Cycle of Poverty (Westport, CT: Praeger, 2009), pp. 1-25, 199-201.
>> *Paul Tough, "Unequal Childhoods," ch. 2 of Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America (Boston, MA: Mariner Books, 2008).
>> [If you want to read about Head Start, one respected study:] *Barnett, W. Steven, and Jason T. Hustedt. "Head Start's Lasting Benefits." Infants & Young Children 18, no. 1 (2005): 16–24.
>> [Another respected Head Start study:] *Deming, David. "Early Childhood Intervention and Life-Cycle Skill Development: Evidence from Head Start." Applied Economics 1, no. 3 (2009): 111-134.
>> [The most recent respected Head Start study:] *Puma, Michael, et al, Third Grade Follow-up to the Head Start Impact Study: Final Report. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, October 2012.
>> [For a broader, and troubling, view:] Sofia Bahena, North Cook, Rachel Currie-Rubin, Paul Kuttner, and Monica Ng, eds., Disrupting the School-to-Prison Pipeline (Cambridge, MA: Harvard Education Press, 2012).
Wednesday, April 22:  Segregation in schools: race, ethnicity and class
>>  *Gary Orfield et al, "E Pluribus . . . Separation: Deepening Double Segregation for More Students" (Los Angeles, CA: The Civil Rights Project, UCLA, 2012). [Read the Executive Summary and the Foreward, skim the rest. I think you'll want to read a lot of it.]
>> *Amy Stuart Wells et al, "How Society Failed School Desegregation Policy: Looking Past the Schools to Understand Them," in Robert E. Flooden, ed., Review of Research in Education (Washington DC: American Educational Research Association, 2004), pp. 47-99.
>> [If you want more:] Erica Frankenberg and Gary Orfield, eds., The Resegregation of Suburban Schools: A Hidden Crisis in American Education (Cambridge, MA: Harvard Education Press, 2012).
Friday, April 24: No class today: PPA Senior Thesis Symposium    
>> Hand out and post Paper 4 prompt.

Monday, April 27:  Vocational Education, Career/Technical Education, Linked Learning, or whatever we want to call it.
>> TBA
>> Susan Frey, "Linked Learning Comes of Age in California with New Pilot Programs," (EdSource, January 29, 2013).
Wednesday, April 29:
Friday, May 1:

Monday, May 4:
Wednesday, May 6: Lessons for next time
>> Readings: this syllabus
>> Paper 4 due for seniors today by 4:00 pm

Paper 4 due by 4:00 pm next Monday, May 11.

by David Menefee-Libey
Last modified: January 20, 2015