An Implementation Study on the U.S.Department of Education Policy.

美国教育部政策实施研究。

基本信息

批准号：
04610145
负责人：
TSUBOI Yoshimi
金额：
$ 0.77万
依托单位：
Aichi University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1992
资助国家：
日本
起止时间：
1992 至 1993
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-04610145/
关键词：
U.S.Department of Education mandate issue compensatory education ESES Title I ECIA Chapter 1

项目摘要

This study explores the mandate issues in the Elementary and Secondary Education Act(ESEA,1965) Title I and its amendments, and the Education Consolidation and Improvement Act (ECIA,1981) Chapter 1 and its 1988 amendement. Congress amended the original ESEA on four occasions-1968, 1970, 1974, and 1978. Each amendment resulted in new mandates that specified more clearly the congressional commitment to helping disadvantaged children from low-income families. In 1988, Congress reauthorized ECIA Chapter 1 with the mandate to the nation's schools to close the gap between low- and high-achieving students, stressing accountability for performance, program improvement, and flexibility to produce results. The program has moved from a focus on financial accountability and regulatory compliance to accountability based on results.On the basis of this analysis, we can find two quite opposite possibilities. One is centralized control. The board's discretion is squeezed from the top by increasing numbers of regulations from the federal and state governments. Another posibility is that citizen will make progress in local control of education by calling federal and state governments to account for equal educational opportunity. Meaningful local control is available only to those school districts with sufficient resources. Greater state and federal grants will be essential in meeting urban children's educational needs.The major point I clarified in the study is that the U.S.Department of Education has been reorganized as the policy making body for managing the national educational goals such as President Clinton's "Goals 2000."

这项研究探讨了《基础和中等教育法》（ESEA，1965年）中的任务问题及其修正案以及教育合并和改进法案（ECIA，1981年）第1章及其1988年的修正案。国会在1968年，1970年，1974年和1978年修改了原始的ESEA。每项修正案都提出了新的授权，更清楚地指定了国会对帮助来自低收入家庭的弱势儿童的承诺。 1988年，国会重新授权了ECIA第1章，授权该国学校缩小低位学生和高位学生之间的差距，并强调对绩效，计划改善和灵活性的责任感，以产生成果。该计划已经从关注财务问责制和监管合规性转变为基于结果的问责制。在此分析的基础上，我们可以找到两个完全相反的可能性。一个是集中控制。董事会的酌处权是通过越来越多的联邦政府和州政府的法规来挤压的。另一个优势是，公民将通过呼吁联邦和州政府占据平等的教育机会来取得当地教育控制的进展。有意义的本地控制只能提供足够资源的那些学区。更大的州和联邦赠款对于满足城市儿童的教育需求至关重要。我在研究中阐明的主要观点是，美国教育部门已被重组，因为制定了管理国家教育目标的政策机构，例如克林顿总统的目标“ 2000年。”