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ERIC Number: ED511399
Record Type: Non-Journal
Publication Date: 2010-Jun
Pages: 19
Abstractor: ERIC
Reference Count: 8
ISBN: N/A
ISSN: N/A
Networked Governance in Three Policy Areas with Implications for the Common Core State Standards Initiative
Manna, Paul
Thomas B. Fordham Institute
Policy makers and researchers now recognize that designing effective institutions to govern policy networks is a major challenge of the 21st Century. Presently, the Common Core State Standards Initiative resembles an emerging network of organizations united around the goal of developing clear and challenging academic expectations for students in elementary and secondary schools. The present initiative has received praise from across the political spectrum, but the future of the Common Core network, assuming it persists, could take many forms. This paper aims to spark discussion about the potential future governance of Common Core by examining it through the lens of network management. This paper assumes that Common Core will persist as a network of connected organizations representing state and other interests. In exploring that possibility, the paper focuses on four issues. First, it considers network governance in theory by offering basic definitions as well as potential advantages and disadvantages of this organizational form. Second, it describes examples of network governance in action across a few diverse policy areas outside education. Third, it discusses some key governance questions that those examples suggest. Fourth, it considers some implications for any networked effort, including Common Core, designed to develop common educational standards and assessments. (Contains 17 footnotes and 1 figure.)
Thomas B. Fordham Foundation & Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.fordhaminstitute.org
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Thomas B. Fordham Institute