NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1084075
Record Type: Journal
Publication Date: 2015-Sep-7
Pages: 36
Abstractor: As Provided
Reference Count: 53
ISSN: EISSN-1068 2341
Lessons from a Federal Grant for School Diversity: Tracing a Theory of Change and Implementation of Local Policies
DeBray, Elizabeth; McDermott, Kathryn A.; Frankenberg, Erica; Blankenship, Ann Elizabeth
Education Policy Analysis Archives, v23 n83 Sep 2015
In 2009, the U.S. Department of Education made grants to eleven school districts under the Technical Assistance for Student Assignment Plans (TASAP) program. The impetus for the program came from the Council of Great City Schools, which was concerned that school districts would respond to a recent Supreme Court decision by dismantling policies with integrative aims. We analyze the design of the TASAP program, its implementation by the USED, and how the grantee districts used the funds, and find that TASAP's effects were mixed. Five districts represented examples of "successful" implementation, using the grant funds in ways that prioritized diversity. Six demonstrated "subverted" implementation, using funds in ways that met local needs but moved away from the diversity goal.
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Washington