ERIC Number: ED315903
Record Type: RIE
Publication Date: 1989-Dec
Reference Count: N/A
Diversity Amidst Standardization: State Differential Treatment of Districts. CPRE Research Report Series RR-016.
Fuhrman, Susan H.
When exploring the relationship between states and the federal government, analysts have examined the strategic value of a differential approach as well as the political issues involved. This paper explores those themes in examining state differential treatment of districts under four major headings: (1) the tensions between uniformity and differential treatment in the evolution of the state role in education policy; (2) the various forms of differential treatment; (3) new pressures leading to the use of differential treatment strategies; and (4) the effectiveness of differential treatment. The fifth, concluding section addresses implications for policy and research. It is implied that differential treatment strategies should be tailored to the purposes they are intended to serve. Encouraging school improvement and alleviating regulatory burden may require different approaches to varied treatment, for example. In addition, continued work on educational indicators and attention to state agency resources are suggested. To understand the potential of differential treatment, it is necessary to study differential treatment at the state and local level; the personnel requirements and other costs these strategies embody; and the effects of such strategies on schools, districts, and states and the relationships among them. (SI)
Descriptors: Comparative Analysis, Educational Finance, Educational Policy, Elementary Secondary Education, Federal State Relationship, Grants, State School District Relationship, State Standards, State Surveys
Publications, Center for Policy Research in Education, Eagleton Institute of Politics, Rutgers, The State University of New Jersey, New Brunswick, NJ 08901 ($7.00 prepaid).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Policy Research in Education.