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The title waive: A policy and legal analysis of the 50 states' ESEA waivers and their implications for federalism and administrative law making in education policy.

机译：标题放弃：对美国50个州的ESEA豁免及其对联邦制和行政法制定教育政策的影响的政策和法律分析。

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The aim of this dissertation is to provide a critical analysis of the Elementary and Secondary Education Act (ESEA) Flexibility Waivers administered by U.S. Secretary of Education Arne Duncan since 2012. As a function of federalism, local school policy has traditionally been under the control of state and local government. However, with the implementation of No Child Left Behind (NCLB) there was a shift in the role of the federal government in education policy. As a result of the imminent failure of almost all schools in every state to meet the goals of NCLB, which would trigger a number of adverse consequences, and the desire of the executive branch to implement new school policy, Duncan announced the issuance of Elementary and Secondary Education Act Flexibility waivers (ESEA Waivers) in 2011. This dissertation will discuss how the failure of NCLB led to the ESEA Waivers, and will examine the waivers through the lens of cooperative and coercive federalism. Given the sea of change in education policy instigated by NCLB, the waivers have the potential to initiate another major shift in education policy. Yet a comprehensive cataloging of each state's waiver approval status and policy changes implemented for the purpose of waiver approval, has not yet been done. The first goal of this study is to content analyze and catalog each of the 50 states' status in regards to their ESEA flexibility waiver and the states' major policy changes in three identified policy areas. The second goal of the dissertation will be to analyze the waivers through the lens of cooperative and coercive federalism as policymaking tools. To achieve the second goal, the study will provide both a policy analysis of the waivers as guided by the federalism literature and a legal analysis of the waivers as outlined by prior case law. The dissertation will conclude with the overarching policy implications of the waivers and recommendations as they pertain to the current state of federal education policy in the United States.
机译：本文旨在对2012年以来由美国教育部长阿恩·邓肯（Arne Duncan）实施的《初等和中等教育法》（ESEA）灵活性豁免进行批判性分析。作为联邦制的一项职能，地方学校政策传统上一直受到州和地方政府。但是，随着“不让任何一个孩子掉队”（NCLB）的实施，联邦政府在教育政策中的作用发生了变化。由于每个州几乎所有学校都无法实现NCLB的目标，这将引发许多不利后果，并且行政部门希望实施新的学校政策，邓肯宣布发行小学和中学课程。 2011年《中等教育法灵活性豁免》（ESEA豁免）。本文将讨论NCLB的失败是如何导致ESEA豁免的，并将通过合作和强制性联邦制的角度研究这些豁免。鉴于NCLB倡导的教育政策发生了巨大变化，这些豁免有可能引发教育政策的另一次重大转变。但是，尚未对每个州的豁免批准状态和为豁免批准而实施的政策变更进行全面分类。这项研究的首要目标是就50个州的ESEA灵活性豁免和各州在三个确定的政策领域内的主要政策变化，对50个州的状态进行内容分析和分类。论文的第二个目标是通过合作和强制性联邦主义作为决策工具的角度分析豁免。为了实现第二个目标，该研究将提供联邦制文献指导下的豁免政策分析，以及既往判例法概述的豁免法律分析。论文将以豁免和建议的总体政策含义作为结论，因为它们与美国联邦教育政策的当前状况有关。

著录项

  • 作者

    Trull, Sheena Loren.;

  • 作者单位

    The University of North Carolina at Charlotte.;

  • 授予单位 The University of North Carolina at Charlotte.;
  • 学科 Public policy.;Law.;Education policy.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 159 p.
  • 总页数 159
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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