ISBN-10:
1589010906
ISBN-13:
9781589010901
Pub. Date:
06/28/2005
Publisher:
Georgetown University Press
School's In: Federalism and the National Education Agenda / Edition 1

School's In: Federalism and the National Education Agenda / Edition 1

by Paul Manna

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Product Details

ISBN-13: 9781589010901
Publisher: Georgetown University Press
Publication date: 06/28/2005
Series: American Governance and Public Policy Series
Edition description: REV
Pages: 222
Product dimensions: 5.90(w) x 8.90(h) x 0.50(d)
Age Range: 18 Years

About the Author

Paul Manna is an assistant professor in the Department of Government and is affiliated with the Thomas Jefferson Program in Public Policy at the College of William and Mary.

Table of Contents

List of Figures and Tables

Acknowledgments

List of Abbreviations

Part I. Foundations

1. Introduction

2. Borrowing Strength, Federalism, and Agenda Setting

Part II. Evidence and Explanations

3. Patterns of Federal Interest in Education

4. Patterns of Federal Involvement in Education

5. Borrowing Strength, Federalism, and Education Agendas

6. Leaving No Child Behind in the American Federal System

Part III. Implications

7. Borrowing Strength and Education Politics

8. Setting the Agenda in the American Federal System

Appendix

References

Index

What People are Saying About This

Bryan D. Jones

Paul Manna has written an important book. He has simultaneously written the most comprehensive study of federal education policy in recent years and made a major contribution to the study of agenda-setting and federalism. Manna’s notion of borrowing strength is a conceptual breakthrough in our understanding of the interrelationships between policymaking and governing institutions.

Michael Berkman

School's In offers a fresh perspective on American federalism. It addresses the intriguing question of why the federal government has gotten so much more involved in education policy. The answer has implications well beyond education policy. Manna develops a new theoretical understanding of how agendas are set in a federal system. By integrating original interviews with a range of other data sources, School's In offers a comprehensive account of how political entrepreneurs work the federal system to expand the national government's role. Accessible and theoretically rigorous, this book will be of interest to scholars of American education policy, federalism, agenda setting, and state and local politics.

William T. Gormley Jr.

Manna's book combines a new analytical framework with solid empirical evidence. The result is a fresh and illuminating perspective on federalism in the U.S.

Andrew J. Rotherham

A masterful look at the evolution of the complicated politics surrounding national education policymaking. A must-read whether you study or work on education policy.

From the Publisher

"Manna's book combines a new analytical framework with solid empirical evidence. The result is a fresh and illuminating perspective on federalism in the U.S."—William T. Gormley Jr., University Professor, Georgetown University

"This is an excellent book. [It] offers a very distinct approach to considering the national government's role in education policy and offers many new insights into the politics of policymaking within a federal system. I can well imagine the book being adopted in political science courses on federalism; policy program courses on intergovernmental management, and education courses on educational policymaking. The author has used the politics of education reform as a rich site for theory development. The result is a terrific book based on superior scholarship. It will be essential reading for people interested in agenda-setting, policy entrepreneurship, and federalism."—Michael Mintrom, University of Auckland

"Paul Manna's book contributes to our understanding of how federalism works by presenting a cogent argument on the growing federal role in K-12 education in the last forty years."—Kenneth K. Wong, Walter and Leonore Annenberg Professor in Education Policy, Professor of Education and Public Policy Director of Urban Education Policy Program, Brown University

"School's In offers a fresh perspective on American federalism. It addresses the intriguing question of why the federal government has gotten so much more involved in education policy. The answer has implications well beyond education policy. Manna develops a new theoretical understanding of how agendas are set in a federal system. By integrating original interviews with a range of other data sources, School's In offers a comprehensive account of how political entrepreneurs work the federal system to expand the national government's role. Accessible and theoretically rigorous, this book will be of interest to scholars of American education policy, federalism, agenda setting, and state and local politics."—Michael Berkman, associate professor, Department of Political Science, Penn State University

"Paul Manna has written an important book. He has simultaneously written the most comprehensive study of federal education policy in recent years and made a major contribution to the study of agenda-setting and federalism. Manna's notion of borrowing strength is a conceptual breakthrough in our understanding of the interrelationships between policymaking and governing institutions."—Bryan D. Jones, Donald R. Matthews Distinguished Professor of American Politics, University of Washington

"A masterful look at the evolution of the complicated politics surrounding national education policymaking. A must-read whether you study or work on education policy."—Andrew J. Rotherham, co-director, Education Sector, and senior fellow, Progressive Policy Institute

Kenneth K. Wong

Paul Manna's book contributes to our understanding of how federalism works by presenting a cogent argument on the growing federal role in K-12 education in the last forty years.

Michael Mintrom

This is an excellent book. [It] offers a very distinct approach to considering the national government's role in education policy and offers many new insights into the politics of policymaking within a federal system. I can well imagine the book being adopted in political science courses on federalism; policy program courses on intergovernmental management, and education courses on educational policymaking. The author has used the politics of education reform as a rich site for theory development. The result is a terrific book based on superior scholarship. It will be essential reading for people interested in agenda-setting, policy entrepreneurship, and federalism.

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