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Wrabel, Stephani L.; Saultz, Andrew; Polikoff, Morgan S.; McEachin, Andrew; Duque, Matthew – Educational Policy, 2018
Executive leadership of the U.S. Department of Education (USDOE) initiated a flexibility offering from No Child Left Behind. Our work explores specific design decisions made in these state-specific accountability systems as associated with state political environments, resources, and demographic characteristics. Our analysis, focused on 42 states…
Descriptors: Elementary Secondary Education, Politics of Education, Educational Legislation, Federal Legislation
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Ayscue, Jennifer B.; Siegel-Hawley, Genevieve; Kucsera, John; Woodward, Brian – Educational Policy, 2018
Desegregated schools are linked to educational and social advantages whereas myriad harms are connected to segregated schools, yet the emphasis on school desegregation has recently receded in two North Carolina city-suburban school districts historically touted for their far-reaching efforts: Charlotte and Raleigh. In this article, we use…
Descriptors: School Segregation, School Resegregation, Educational History, Urban Schools
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Gershenson, Seth; Hayes, Michael S. – Educational Policy, 2018
School districts across the United States increasingly use value-added models (VAMs) to evaluate teachers. In practice, VAMs typically rely on lagged test scores from the previous academic year, which necessarily conflate summer with school-year learning and potentially bias estimates of teacher effectiveness. We investigate the practical…
Descriptors: Value Added Models, Teacher Effectiveness, Scores, Comparative Analysis
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Hodge, Emily M. – Educational Policy, 2018
This study uses the example of the Emergency School Aid Act of 1972, a federal desegregation incentive program, to discuss the benefits and challenges of equity-oriented incentives. This study applies theories of policy instruments and the social construction of target populations to congressional records, archival program materials, and other…
Descriptors: Educational Finance, Educational Legislation, Financial Support, School Desegregation
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Osborne-Lampkin, La'Tara; Cohen-Vogel, Lora; Feng, Li; Wilson, Jerry J. – Educational Policy, 2018
Here, we examine over two decades of empirical literature to explore the ways scholars have been working to reveal the changing set of policy and political conditions in which teachers unions are operating. In this context, we identify the conceptual models educational researchers have used to frame their research and the applications of these…
Descriptors: Collective Bargaining, Negotiation Agreements, Unions, Teacher Associations
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Marianno, Bradley D.; Kilbride, Tara; Theobald, Roddy; Strunk, Katharine O.; Cowen, Joshua M.; Goldhaber, Dan – Educational Policy, 2018
There is considerable speculation and some empirical evidence that teacher collective bargaining agreements (CBAs) in urban school districts are more restrictive to district administrators than CBAs in other districts. We build on prior work by comparing urban with nonurban CBAs in three states--California, Michigan, and Washington--and, for a set…
Descriptors: Collective Bargaining, Negotiation Agreements, School Districts, Urban Schools
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Marianno, Bradley D. – Educational Policy, 2018
This research provides new evidence on the political activity and policy-setting agenda of the largest national teachers' union during a time of political change. Using a longitudinal dataset comprised of election outcomes and campaign contributions for all candidates for federal office and the National Education Association's (NEA) official…
Descriptors: Politics of Education, Teacher Associations, Unions, Longitudinal Studies
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Milner, Alison – Educational Policy, 2018
Sweden has experienced increasing educational inequity levels within its highly decentralized school system. With a reduced capacity to bargain collectively, the two Swedish teacher trade unions, the Swedish Teachers' Union (Lärarförbundet) and the National Union of Teachers in Sweden (Lärarnas Riksförbund), have sought to extend their role in…
Descriptors: Foreign Countries, Unions, Collective Bargaining, Labor Demands
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Superfine, Benjamin Michael; Umpstead, Regina R.; Mayrowetz, David; Lenhoff, Sarah Winchell; Pogodzinski, Ben – Educational Policy, 2018
In March 2017, the Supreme Court decided "Friedrichs v. California Teachers Association" and upheld the constitutionality of agency fees for nonunion teachers. We examine how "Friedrichs" reflects a host of issues grouped around a patchwork of ideological commitments regarding teachers unions and public-sector unions more…
Descriptors: Politics of Education, Court Litigation, Unions, Teacher Associations
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Shedd, Louis; Katsinas, Stephen; Bray, Nathaniel – Educational Policy, 2018
This article categorizes institutions under both the 2015 Carnegie Basic Classification system and the mission-driven classification system, and further analyzes both by the presence of a collective bargaining agreement. The goal of this article was to use the presentation of data on revenue, employment numbers, salary outlays, and the presence or…
Descriptors: Unions, Teacher Associations, Compensation (Remuneration), Classification
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Ingle, W. Kyle; Wisman, R. Aaron – Educational Policy, 2018
We extend the work of Cowen and Fowles by examining contracts in Kentucky school districts with collective bargaining. Using document analysis, we sought to answer the following research question: Do key provisions of teacher contracts change over time? We also examine the most recently negotiated contract in Louisville schools (2013-2018). We…
Descriptors: Contracts, Negotiation Agreements, Educational History, Collective Bargaining
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Strunk, Katharine O.; Cowen, Joshua M.; Goldhaber, Dan; Marianno, Bradley D.; Kilbride, Tara; Theobald, Roddy – Educational Policy, 2018
We examine more than 1,000 collective bargaining agreements (CBAs) in place across California, Michigan, and Washington. We investigate the prevalence of a set of 43 key provisions between and within these states, providing the first comprehensive comparison of CBA terms using data drawn from economically and demographically different districts,…
Descriptors: Unions, Teacher Associations, State Policy, Correlation
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Liu, Kristin K.; Ward, Jenna M.; Thurlow, Martha L.; Christensen, Laurene L. – Educational Policy, 2017
This article highlights a set of principles and guidelines, developed by a diverse group of specialists in the field, for appropriately including English language learners (ELLs) with disabilities in large-scale assessments. ELLs with disabilities make up roughly 9% of the rapidly increasing ELL population nationwide. In spite of the small overall…
Descriptors: English Language Learners, Disabilities, Measurement, Student Evaluation
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Jimerson, Jo Beth; Childs, Joshua – Educational Policy, 2017
Numerous actors influence how educational policies play out in practice, but this does not mean that policies themselves are without power. Policies are crafted and enacted in part because they serve as signal and symbol: How a policy is formally codified establishes expectations, exerts norming influence, and catalyzes shifts in how issues are…
Descriptors: State Policy, School Districts, Educational Policy, Informed Consent
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Malen, Betty; Dayhoff, Justin; Egan, Laura; Croninger, Robert G. – Educational Policy, 2017
Weighted student funding (WSF) is a multifaceted school finance, management, and governance reform that is gaining attention. While WSF has a number of goals, its primary objective is to redress intra-district funding inequities. This article draws on a mixed-methods study of WSF in Prince George's County Public Schools to examine the initiative's…
Descriptors: County School Districts, Funding Formulas, Finance Reform, Educational Policy
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