Relevant bibliographies by topics / Federal aid to education Australia History

Academic literature on the topic 'Federal aid to education Australia History'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Federal aid to education Australia History"

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Bower, Kevin P. "“A favored child of the state”: Federal Student Aid at Ohio Colleges and Universities, 1934–1943." History of Education Quarterly 44, no. 3 (2004): 364–87. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00014.x.

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Higher education scholars are familiar with the close relationship between American higher education and the federal government after World War II. The G.I. Bill and Cold War concerns for maintaining the nation's technological advantage made the federal government the major benefactor of postsecondary growth. The seismic shifts of that era, though, tend to overshadow earlier developing ties between the federal government and the colleges and, more specifically, the roots of direct federal aid to college students. This article seeks to redress that problem by exploring the subtle ways that federal aid became integrated into the visions and plans of the leaders of American higher education in the years prior to World War II. By examining New Deal Era college aid at a variety of institutions of higher education in the state of Ohio, we can uncover how the earlier courtship between the federal government and the colleges helped clear the way for later, more profound changes.
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Maher, Brent D. "Divided by Loyalty: The Debate Regarding Loyalty Provisions in the National Defense Education Act of 1958." History of Education Quarterly 56, no. 2 (May 2016): 301–30. http://dx.doi.org/10.1111/hoeq.12184.

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The National Defense Education Act (NDEA) of 1958 was the first federal investment in low-interest student loans and became a precedent for expansion of student loans in the Higher Education Act of 1965. In its controversial loyalty provisions, the NDEA required loan recipients to affirm loyalty to the U.S. government. Between 1958 and 1962, thirty-two colleges and universities refused to participate or withdrew from the NDEA loan program, arguing that the loyalty provisions unfairly targeted students and violated principles of free inquiry. This essay argues that debate over the loyalty provisions fractured a partnership between progressives who favored general aid to education and conservatives who supported short-term investment for defense purposes. Although debates over the NDEA loyalty requirements seem specific to the Cold War, a close examination of the arguments illuminates their alignment with long-standing ideological conflicts over legitimacy of federal aid to higher education.
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Davies, Gareth. "Towards Big-government Conservatism: Conservatives and Federal Aid to Education in the 1970s." Journal of Contemporary History 43, no. 4 (October 2008): 621–35. http://dx.doi.org/10.1177/0022009408095419.

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Lin, Ching-Hui, Victor M. H. Borden, and Jyun-Hong Chen. "A Study on Effects of Financial Aid on Student Persistence in Dual Enrollment and Advanced Placement Participation." Journal of College Student Retention: Research, Theory & Practice 22, no. 3 (January 19, 2018): 378–401. http://dx.doi.org/10.1177/1521025117753732.

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Despite concerted efforts to increase participation in advanced placement (AP) and dual credit (DC) programs, their efficacy remains unexplored. Drawing upon St. John’s model as the conceptual framework, this study employed a discrete-time event history analysis to examine the interplay between forms of financial aid and persistence toward degree completion for students participating in DC and AP programs and enrolling in a large, multicampus, Midwestern, U.S. University. First-time, first-year baccalaureate degree-seeking students who began studies in Fall 2012 were tracked for 4 years. The findings suggest that many factors are significantly related to college success, including student demographics such as race (especially Latino identity), first-generation status, housing status, socioeconomic status, and dependency status; high school performance, AP/DC participation, and SAT or ACT scores; and financial aid, such as Pell and federal grant aid and institutional grant programs. Results suggest that receiving Pell and federal grant aid and institutional grant-in-aid consistently and significantly attenuated the risks of student departure. In relation to prematriculation college-level credits, AP participants were more likely to receive institutional grant programs, whereas DC participants were more likely to have student loans. These findings have implications regarding the efficacy of DC/AP programs in regard to their interplay with financial aid systems in affecting persistence outcomes.
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T. Schaper, Michael. "A brief history of small business in Australia, 1970-2010." Journal of Entrepreneurship and Public Policy 3, no. 2 (October 14, 2014): 222–36. http://dx.doi.org/10.1108/jepp-08-2012-0044.

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Purpose – The purpose of this paper is to provide an overview of the development of the SME sector in Australia, concentrating on a number of key areas: small business definitions and numbers; the role of government; the emergence of key industry groups; and the evolution of education, training and research services. Design/methodology/approach – The study is a result of extensive literature reviews, desk research and the recollections of various participants in the field. Findings – There have been major changes to the Australian small business sector over the last 40 years. In 1983-1984 there were an estimated 550,000 small firms, and by 2010 this had grown to almost two million. Government involvement in, and support for, SMEs was virtually non-existent before 1970. Following the delivery of the Wiltshire report (1971), however, both state and federal governments responded by developing specialist advisory services, funding programmes and other support tools. Virtually non-existent before the 1970s, several peak industry associations were formed between 1977 and the 1990s. At the same time, formal education and teaching in the area expanded in the 1970s and 1980s and is now widespread. Practical implications – Development of the small business sector in Australia has often paralleled similar trends in other OECD nations. State and territory governments have often (but not always) been the principal drivers of policy change. Originality/value – There has been no little, if any, prior documentation of the evolution of the small business sector in Australia in the last 40 years.
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Oh, Jinhwan. "Online Education as a Solution to Managing and Sustaining Foreign Aid: Comparison Between the European Cases and Others." Review of European Studies 12, no. 2 (April 9, 2020): 12. http://dx.doi.org/10.5539/res.v12n2p12.

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Inbound education official development assistance (ODA) has been known to be spread across regions regardless of geographic proximity. This not only negatively impacts effectiveness to manage aid, but also to sustain aid long-term. This study examines aid disbursement pattern of the United Kingdom, Germany, Australia, and South Korea, which are all members of OECD’s Development Assistance Committee that allocates inbound education ODA. With the empirical results confirming Korea’s lack of concentration in education ODA, this study recommends establishing satellite campuses as a more viable, operative solution than the previously suggested solution of establishing a specialized agency focusing on scholarship programs. As validated by Nagoya University’s Asian Satellite Campuses Institute (ASCI), transferring much of work to the online platform reduces time and financial costs. Furthermore, satellite campuses are expected to facilitate various means of partnerships among aid donor countries that are implementing similar programs. International collaborative efforts could help improve the quality of inbound education and play an important role in attracting bright prospective students. Thus, donor countries could utilize online education platform to overcome severe geographic obstacles in distance education and increase effectiveness of its inbound education ODA.
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Lehmann, Caitlyn. "Editorial." Children Australia 42, no. 4 (November 29, 2017): 225–29. http://dx.doi.org/10.1017/cha.2017.44.

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Among the plethora of minor parties fielding candidates in Australia's 2016 federal election was a relative newcomer called Sustainable Australia. Formed in 2010 and campaigning with the slogan ‘Better, not bigger’, the party's policy centrepiece calls for Australia to slow its population growth through a combination of lower immigration, changes to family payments, and the withdrawal of government agencies from proactive population growth strategies (Sustainable Australia, n.d.). At a global level, the party also calls for Australia to increase foreign aid with a focus on supporting women's health, reproductive rights and education. Like most minor parties, its candidates polled poorly, attracting too few votes to secure seats in the Senate. But in the ensuing months, the South Australian branch of The Greens broke from the national party platform by proposing the aim of stabilising South Australia's population within a generation (The Greens SA, 2017). Just this August, Australian business entrepreneur Dick Smith launched a ‘Fair Go’ manifesto, similarly calling for reductions in Australia's population growth to address rising economic inequality and a “decline in living standards” (Dick Smith Fair Go Group, 2017).
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Sapiev, A. Z., and N. N. Galinskaya. "Problem regions and State policy in the field of regional economy." New Technologies 17, no. 6 (February 15, 2022): 89–95. http://dx.doi.org/10.47370/2072-0920-2021-17-6-89-95.

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Now, there are no generally accepted ideas about the types of regions, there is no modern classification of regions according to the regional economic policy being implemented. This is the most important task in the regional policy of the state at the moment. There is a need to identify depressive regions with the help of such classification, to determine the economic levers with which it is possible to solve the most acute and important problems of such regions, as well as to determine the ways of development of these regions. As a result of such an analysis of the situation, federal aid should go to those regions that are most in crisis and that really need it. Various methodological approaches to the classification of regions for solving such problems are considered. Due to the complexity of analyzing the effectiveness of regional policy for individual regions, modern tools cannot provide an accurate answer to the question about the state of the region’s economy. There are no clear criteria for whether a given region is located in backward or depressed areas. All this affects the state of things and develops due to the inability to objectively assess and compare all the conditions for the development of the region and take into account all the data in a complex. As a result of the above and taking into account the limited resources of the federal center, territorial classification in the field of federal assistance is required. In many countries, there is a widespread practice combining quantitative and expert assessments when making decisions in the field of federal assistance to the region. The proposed typologization will make it possible to provide federal assistance to those regions that are most in crisis and that really need it.
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Ashton, Bronwyn, Cassandra Star, and John Coveney. "Promoting Recall and Preserving the Historical Authenticity of Data Used to Investigate Food Regulatory Policy in Australia." International Journal of Qualitative Methods 20 (January 2021): 160940692110414. http://dx.doi.org/10.1177/16094069211041430.

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This article reports on research methodology used for a case study investigating public health nutrition engagement in food regulatory policy processes in Australia. It aims to explore methods used and outline a model for how researchers can promote participant recall and accuracy. A set of key documents identified as relevant to voluntary food fortification policy (VFP) were analysed using Bacchi’s ‘What’s the problem represented to be?’ approach. The results informed a series of present-day, semi-structured, in-depth telephone interviews with experts in VFP. The major epistemological difficulty was the necessary reliance upon participant memory. Consequently, oral history methods were used to aid key informant recall. Several participants noted a benefit for their recollection of events from the tools employed. The experiences and approaches outlined in this article contribute to the toolkit needed when investigating historical events and may provide a useful model for other nutrition-related policy research.
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Clark, Jennifer. "Taking the lead in science education reform in NSW, 1957-1964." History of Education Review 44, no. 2 (October 5, 2015): 236–52. http://dx.doi.org/10.1108/her-02-2014-0012.

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Purpose – The purpose of this paper is to examine how Harry Messel, Harold Wyndham, L.C. Robson and Robert Menzies were instrumental in bringing about substantial change in science curriculum and infrastructure reform in NSW schools. Design/methodology/approach – The paper relies on substantial archival research including materials never before examined or used by historians of education history. The paper is divided into sections, the first uses teacher surveys and identifies problems with science teaching in 1958, a key year in education history and each section after that looks at the contribution of Wyndham, Messel, Robson and Menzies in driving a new direction for science education. Findings – The research found that Wyndham, Messel, Robson and Menzies each contributed a new dimension to the reform of science education in Australia. Their individual contributions were substantial, inter-related and interlocking but quite different. The paper argues that it is not adequate to look at science education reform purely as a means to introduce State Aid, rather science education reform was advocated as a means to ensure students had a scientific literacy going forward into a technologically driven future. Research limitations/implications – The research strikes a path through a vast primary source record to outline how individuals and science teachers more generally believed in science education reform as a mechanism to ensure students were better placed to enter a post-Sputnik world. As a result, known arguments around State Aid are only part of the story and not the main focus of the research. The aim is to supplement that knowledge by looking more at a broader picture for science reform for its own sake. Originality/value – This paper takes an original approach to the history of curriculum change by providing a broader context for the State Aid debate, that is, by focussing on individual contributions to science education reform for its own sake and because science education was deemed necessary for student literacy in the future. At the same time it uses archival material never before accessed or used to tease out this history. The teachers’ surveys provide a unique insight into conditions for science teachers in the late 1950s. This material has not been accessed before and it provides a context upon which to superimpose the impact of the contributions of Wyndham, Messel, Robson and Menzies.
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Dissertations / Theses on the topic "Federal aid to education Australia History"

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Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.

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Repique, Jeanelle Kathleen. "The Emergency Immigrant Education Act of 1984| Past, Present, and Future of Federal Aid for Recent Immigration Education." Thesis, University of Redlands, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637627.

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The Emergency Immigrant Education Act of 1984 (EIEA) was passed by the 98th U.S. Congress to provide funds to states to "meet the costs of providing immigrant children supplementary educational services" (Emergency Immigrant Education Act of 1984, Title VI, Sec. 607). This study analyzes the culture, values, and political context in which the Emergency Immigrant Education Act of 1984 was developed, passed, and amended through its most recent reauthorization. EIEA is the only federal legislation that specifically targets new immigrant students. However, EIEA has been largely overlooked by education policy analysts, because new immigrant students are rarely considered as different from limited English proficient (LEP) students. The study employs historical document and content analysis, applying Kingdon's (2011) theoretical framework of agenda-setting and Manna's (2006) concept of borrowing strength to explain EIEA's path to the agenda. In addition, it applies McDonnell and Elmore's (1987) policy framework to EIEA to understand how policymakers sought to realize EIEA's goals, as well as that of Wirt, Mitchell, and Marshall (1988) to identify the cultural and political values revealed in the rhetoric of the legislation. In tracing EIEA's 30-year route, I describe how the nature of the legislation changed from a primarily capacity-building policy to more of an inducement. In addition, the study revealed a change in an egalitarian culture to one that emphasizes quality.

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Gibson, Lisanne, and L. Gibson@mailbox gu edu au. "Art and Citizenship- Governmental Intersections." Griffith University. School of Film, Media and Cultural Studies, 1999. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030226.085219.

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The thesis argues that the relations between culture and government are best viewed through an analysis of the programmatic and institutional contexts for the use of culture as an interface in the relations between citizenship and government. Discussion takes place through an analysis of the history of art programmes which, in seeking to target a 'general' population, have attempted to equip this population with various particular capacities. We aim to provide a history of rationalities of art administration. This will provide us with an approach through which we might understand some of the seemingly irreconcilable policy discourses which characterise contemporary discussion of government arts funding. Research for this thesis aims to make a contribution to historical research on arts institutions in Australia and provide a base from which to think about the role of government in culture in contemporary Australia. In order to reflect on the relations between government and culture the thesis discusses the key rationales for the conjunction of art, citizenship and government in post-World War Two (WWII) Australia to the present day. Thus, the thesis aims to contribute an overview of the discursive origins of the main contemporary rationales framing arts subvention in post-WWII Australia. The relations involved in the government of culture in late eighteenth-century France, nineteenth-century Britain, America in the 1930s and Britain during WWII are examined by way of arguing that the discursive influences on government cultural policy in Australia have been diverse. It is suggested in relation to present day Australian cultural policy that more effective terms of engagement with policy imperatives might be found in a history of the funding of culture which emphasises the plurality of relations between governmental programmes and the self-shaping activities of citizens. During this century there has been a shift in the political rationality which organises government in modern Western liberal democracies. The historical case studies which form section two of the thesis enable us to argue that, since WWII, cultural programmes have been increasingly deployed on the basis of a governmental rationality that can be described as advanced or neo-liberal. This is both in relation to the forms these programmes have taken and in relation to the character of the forms of conduct such programmes have sought to shape in the populations they act upon. Mechanisms characteristic of such neo-liberal forms of government are those associated with the welfare state and include cultural programmes. Analysis of governmental programmes using such conceptual tools allows us to interpret problems of modern social democratic government less in terms of oppositions between structure and agency and more in terms of the strategies and techniques of government which shape the activities of citizens. Thus, the thesis will approach the field of cultural management not as a field of monolithic decision making but as a domain in which there are a multiplicity of power effects, knowledges, and tactics, which react to, or are based upon, the management of the population through culture. The thesis consists of two sections. Section one serves primarily to establish a set of historical and theoretical co-ordinates on which the more detailed historical work of the thesis in section two will be based. We conclude by emphasising the necessity for the continuation of a mix of policy frameworks in the construction of the relations between art, government and citizenship which will encompass a focus on diverse and sometimes competing policy goals.
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Armontrout, David Eugene. "John F. Kennedy : a political biography on education." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4259.

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In what is historically a brief number of years, the life and times of John F. Kennedy have taken on legendary proportions. His presidency began with something less than a mandate from the American people, but he brought to the White House an inspiration and a style that offered great promises of things to come.
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McQueen, Kelvin, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." THESIS_CAESS_HUM_McQueen_K.xml, 2003. http://handle.uws.edu.au:8081/1959.7/619.

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This thesis examines from an historical perspective the series of events between 1995 and 1999 in which the public school teachers’ union, the New South Wales Teachers federation, challenged the NSW and Australian government’s provision of funding to private schools. Such funding is known colloquially as state aid. The state aid struggle is conceived in this thesis as an industrial relations contest that went beyond issues simply of state aid. The state aid struggle was a centrepiece of the Teachers Federation’s broader challenge to government’s intensification of efforts to reduce the federation’s effectiveness in shaping the public school system’s priorities. This thesis contends that the decisive importance of the state aid struggle arose from the fundamental strategy used by governments to lower the cost of schooling over time. To achieve this they undertook the state aid strategy – cost reductions would flow from residualising public schools, de-unionising teachers and deregulating wages and conditions. The state aid strategy was implemented through those areas of policy and funding over which the Federation had negligible control or where the Federation’s membership was disunited. The Federation was undermined by governments using policy initiatives to fragment teacher unity. By the end of 1999, governments’ prosecution of the state aid strategy did not seem to have been diverted from the main thrust of its course by the federation’s struggle.
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Oakshott, Stephen Craig School of Information Library &amp Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.

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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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Watson, Louis E. "Intentions, opportunities and outcomes : the impact of Commonwealth involvement in Australian schooling." Phd thesis, 1998. http://hdl.handle.net/1885/144753.

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Books on the topic "Federal aid to education Australia History"

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Myers, Sandy. History and funding of special education in Nebraska. Lincoln, Neb: Nebraska Legislative Council, Legislative Research Division, 1985.

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United States. Advisory Committee on Education., ed. Vocational education. New York: Garland Pub., 1987.

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Apling, Richard N. Section 2 of P.L. 81-874, Federal impact aid to local school districts: Background, funding history, and recent regulations. [Washington, D.C.]: Congressional Research Service, Library of Congress, 1988.

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Political education: National policy comes of age. New York, NY: Teachers College Press, 2010.

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An historical survey of vocational education in Canada. 2nd ed. North York, Ont: Captus Press, 1992.

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See government grow: Education policy from Johnson to Reagan. Lawrence, Kan: University Press of Kansas, 2007.

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Failure: The federal misedukation of America's children. Oakland, CA: Independent Insitute, 2016.

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Scanlon, Theresa M. Student aid in Western Germany, 1945-1971: A study with particular reference to the Honnef Scheme. Köln: In Kommission bei Böhlau, 1993.

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Gardiner-Garden, John. Arts policy in Australia: A history of Commonwealth involvement in the arts. Canberra: Dept. of the Parliamentary Library, 1994.

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Max, Morris, and Griggs Clive, eds. Education, the wasted years?: 1973-1986. London: Falmer Press, 1988.

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Book chapters on the topic "Federal aid to education Australia History"

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Thomson, Sue. "Australia: PISA Australia—Excellence and Equity?" In Improving a Country’s Education, 25–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_2.

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AbstractAustralia’s education system reflects its history of federalism. State and territory governments are responsible for administering education within their jurisdiction and across the sector comprising government (public), Catholic systemic and other independent schooling systems. They collaborate on education policy with the federal government. Over the past two decades the federal government has taken a greater role in funding across the education sector, and as a result of this involvement and the priorities of federal governments of the day, Australia now has one of the highest rates of non-government schooling in the OECD. Funding equity across the sectors has become a prominent issue. Concerns have been compounded by evidence of declining student performance since Australia’s initial participation in PISA in 2000, and the increasing gap between our high achievers and low achievers. This chapter explores Australia’s PISA 2018 results and what they reveal about the impact of socioeconomic level on student achievement. It also considers the role of school funding and the need to direct support to those schools that are attempting to educate the greater proportion of an increasingly diverse student population including students facing multiple layers of disadvantage.
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Nascimento, Paulo Meyer, and Manoela Vilela Araújo Resende. "A Comparative Study of the Federal Higher Education Student Financial Aid Systems in Brazil, Australia, and the United States." In Intercultural Studies in Higher Education, 285–313. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15758-6_11.

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Crock, Michael, Janet Baker, and Skye Turner-Walker. "Open Universities Australia." In Global Challenges and Perspectives in Blended and Distance Learning, 83–98. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3978-2.ch006.

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This chapter analyses the history of, and future directions for, higher education studies undertaken through Open Universities Australia (OUA), Australia’s unique higher education conduit. Founded to provide open access to units that allow individuals to undertake individual units or achieve qualifications from leading Australian universities, and supported by a federal government student loans scheme, OUA’s experience and future plans provide significant insight into the potential and pitfalls of the technological innovation in both higher education distance, and increasingly, on-campus, teaching and learning. The need for an ongoing emphasis on innovation, adaptability, and cooperation in an extraordinarily rapidly changing environment is highlighted.
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Crock, Michael, Janet Baker, and Skye Turner-Walker. "Open Universities Australia." In Open Source Technology, 320–35. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7230-7.ch019.

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This chapter analyses the history of, and future directions for, higher education studies undertaken through Open Universities Australia (OUA), Australia's unique higher education conduit. Founded to provide open access to units that allow individuals to undertake individual units or achieve qualifications from leading Australian universities, and supported by a federal government student loans scheme, OUA's experience and future plans provide significant insight into the potential and pitfalls of the technological innovation in both higher education distance, and increasingly, on-campus, teaching and learning. The need for an ongoing emphasis on innovation, adaptability, and cooperation in an extraordinarily rapidly changing environment is highlighted.
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Mehta, Jal. "The Transformation of Federal Policy: Ideas and the Triumph of Accountability Politics." In The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.003.0010.

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Even with the movement of the states toward standards-based reform, there was no reason to think a similar movement would, or even could, take place at the federal level. The defining characteristic of American education was its decentralization: the Republican Party habitually called for the elimination of the Department of Education, and the Democratic Party confined the federal role to providing aid to disadvantaged students. But over the course of fewer than 20 years, all of this was transformed, culminating in the most far-reaching federal education law in the nation’s history, passed under a Republican president no less. What explains this transformation? Three sets of changes need to be explained: how political actors were realigned, how policies were chosen, and how institutions changed. To begin with the political: How did the Republican Party, which had long been philosophically opposed to a federal role in education and had called for the abolition of the Department of Education as recently as 1996 come to support the biggest nationalization of education in the nation’s history? Why did Congressional Democrats, who in 1991 had strongly opposed a proposal by George H. W. Bush for national standards and testing as unfair to minority students, shift by 2001 to embrace a similar proposal offered by another Republican President, George W. Bush? In short, how did an overwhelming bipartisan political consensus form in favor of policies that had been opposed by large majorities in both parties only 10 years earlier? A second set of questions relates to policy choices. Of all the available policy tools, what explains the choice of standards-based reform as the primary federal response to this perceived crisis? The bipartisan embrace of tough accountability in No Child Left Behind seems particularly hard to account for by conventional interest group explanations, given that teachers unions are consistently rated the strongest players in educational politics and have historically been opposed to greater demands for school or teacher accountability. Why were standards and accountability the chosen policy vehicle, and why did they triumph over interest group opposition?
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