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ERIC Number: EJ1329716
Record Type: Journal
Publication Date: 2022
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0268-0939
EISSN: N/A
The 'Production' of Education: The Turn from Equity to Efficiency in U.S. Federal Education Policy
Griffen, Zachary
Journal of Education Policy, v37 n1 p69-87 2022
The U.S. federal government has played a growing role in setting nationwide education policy since the passage of the Elementary and Secondary Education Act (ESEA) in 1965. This Act, along with the 'Equality of Educational Opportunity' report commissioned by the 1964 Civil Rights Act, led the U.S. Office of Education to pursue a policy agenda focused on equalizing access and ameliorating poverty through the education system. Despite the promotion of equity serving as the officially stated goal of federal policy, expert evaluations of the government's efforts incorporated technical assumptions from the field of economics that prioritized maximizing "efficiency" between inputs and outputs in the education system. When the ESEA was reauthorized in 2002 as No Child Left Behind, significant 'policy drift' had occurred such that the evaluation of teacher quality -- which was the subject of a large literature in economics on the 'education production function' -- was incorporated as a key component of the education system's flagship anti-poverty initiative, Title I.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; No Child Left Behind Act 2001; Elementary and Secondary Education Act Title I; Every Student Succeeds Act 2015
Grant or Contract Numbers: N/A