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Fixing failing schools: How states and localities implement federal reforms
Kelley, Keenan
Kelley, Keenan
Abstract
Under the Adequate Yearly Progress (AYP) provision of the No Child Left Behind Act of 2001 (NCLB), schools that consistently failed to reach state-designed levels of proficiency were required to implement at least one reform from a slate of federally prescribed options. Although much work in the education and political science community has investigated the federal and state impact of NCLB, little work has been done on local governance. This paper will be the first to look for a relationship between state-level factors and local NCLB implementation. It addresses the following question: Are there state-level factors that influence the types of reforms implemented in struggling schools? This study provides insight into how state dynamics influence education reform. First, my evidence provides support to my hypothesis that interest groups matter in the implementation of local reform. Second, I find little support for the impact of bureaucratic capacity on local reform.
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2014-05-01
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