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ERIC Number: ED522628
Record Type: Non-Journal
Publication Date: 2011-Jul
Pages: 7
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
Federal Compliance Works against Education Policy Goals. Education Outlook. No. 6
Junge, Melissa; Krvaric, Sheara
American Enterprise Institute for Public Policy Research
While the federal government spends billions of dollars every year on federal education programs, federal policymakers and education advocates often lament that these programs do not achieve their intended results--specifically, increasing student academic achievement. To address this problem, policymakers and advocates typically debate the merits and drawbacks of broad federal education policies and various educational approaches, without examining the underlying federal compliance framework that directly impacts whether and how these policies can be carried out by states and school districts. Reforming little-known and little-understood federal compliance rules could lead to far better educational outcomes than broad changes in federal policy alone. Addressing these rules will improve conditions so schools and school districts can successfully implement programs that will raise student achievement. In this "Outlook," the authors provide examples of how the current compliance framework is often disconnected from larger federal policy goals and--perhaps more importantly--can get in the way of states and districts trying to implement solutions that would lead to improved educational outcomes. Three key points in this Outlook include: (1) Federal fiscal compliance rules can stifle innovation and hinder federal education programs from achieving their goals; (2) States have authority and responsibility over how federal education programs are implemented and must repay federal money if districts spend funds incorrectly; thus, states often impose more restrictive rules than federal law requires; and (3) Congress and education policymakers should clarify and streamline these compliance requirements so schools can focus less on compliance and more on raising student achievement. (Contains 14 notes.)
American Enterprise Institute for Public Policy Research. 1150 Seventeenth Street NW, Washington, DC 20036. Tel: 202-862-5800; Fax: 202-862-7177; Web site: http://www.aei.org
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: American Enterprise Institute for Public Policy Research
Identifiers: Elementary Secondary Education Act Title I; Individuals with Disabilities Education Act; Elementary Secondary Education Act