The International Observatory on Academic Achievement - Documentary search

File number :
CS-APE-06e

Bibliographic reference :
Fhurman, S., Clune, W., & Elmore, R. (1991). Research on Education Reform: Lessons on the Implementation of Policy. In A.R. Odden (Ed), Educational Policy Implementation (pp.197-218). New York: State University of New York Press.

Abstract :

Purpose of Text
The authors attempted to understand local implementation of educational reforms in a number of schools in the U.S. in order to paint a clear picture of new implementation models.

 

Methodology
The authors compared findings based on interviews with state and local players who introduced educational policy in several schools located in Arizona, California, Florida, Georgia, Minnesota and Pennsylvania. The four comparison criteria were defined according to the main characteristics stemming from earlier research on educational reform:
1) Link between the reform and the political context in each state;
2) Apportionment of responsibilities among local communities and the state;
3) School policy aimed at increasing academic achievement and graduation standards (student standards);
4) Teaching policies.

 

Comparative Analysis Findings
Some factors were found to be less important to implementation success, contrary to hypotheses set forth with prior research. Of these factors, the support of implementation agents responsible of the smooth running of a policy (the key to successful implementation) did not depend on the extent of their participation in the formulation and introduction of the reform.

 

Furthermore, policy substance was a far less important factor than expected in the implementation process. For instance, school policy aimed at increasing academic achievement and graduation standards was accepted quite well by school staff and successfully implemented, in spite of the fact that it involved a few ambiguities.

 

However, some factors were found to be more important than anticipated. For instance, it was also found that the staff's technical knowledge or confidence in their competency could offset resistance to change. In addition, the neighbourhood context had a great deal of influence on resistance to reforms, whether or not they coincided with local objectives, values and capacities.

 

Finally, the authors noted that two of their hypotheses had not been confirmed. First, the process of actually bringing into effect a policy on-site did not take much more time than expected.. Second, the implementation of a reform did not necessarily mean loss of control for local authorities.

Key Words :
Implementation, School Reforms, State, Teaching Policies, Resistance to Change, Qualitative Research, Comparative Analysis, Political Context

Monitored Countries :
United States