ERIC Number: ED214294
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Developing Public Education Policy through Policy-Impact Analysis.
Hackett, E. Raymond; And Others
A model for analyzing policy impacts is presented that will assist state-level policy makers in education. The model comprises four stages: (1) monitoring, which includes the identification of relevant trends and issues and the development of a data base; (2) forecasting, which uses quantitative and qualitative techniques developed in futures research; (3) goal setting by policy makers, which evolves from the forecasts in stage two; and (4) policy analysis and implementation, which encompasses the analysis of alternative policies' impacts on the trends, events, and goals chosen. An example is provided of how the policy impact model could be applied to school facilities planning in northwestern Louisiana, where future economic growth seems imminent. The monitoring stage of the model would entail identifying the relevant variables, such as population and enrollment trends, and the sources of data on these variables. In the forecasting stage, planners would choose the proper quantitative technique and check its results against those generated by qualitative forecasts. Goal setting would involve assisting local policy makers to choose normative goals and preferable futures. In the last stage, planners would identify potential school facility policies based on the goals and match them with likely impacts. (RW)
Publication Type: Speeches/Meeting Papers; Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Louisiana; Policy Analysis
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).