EDLP 782: Educational Politics and Policy
Course Description:
An investigation of current educational issues in at the national, state, and local levels, and the concurrent policy
decisions, legislation, and regulations related to these issues.
Course Policies:
1. Attendance is expected at all class sessions. If life (or profession) intervenes, contact Dr. Rosa ASAP – by phone or
email.
2. Participation in class discussion is required. If a student is not participating at the appropriate level, a consultation will
be required to discuss how to improve the level of participation.
3. Assignments are due in class as posted. Late work without prior approved extension will receive a reduction of one
full letter grade for the first two days; on the third day it becomes an ‘F’.
4. Policies on Academic Dishonesty, Harassment, and Disruptive Student Behavior are fully applicable for this course.
5. Students with any type of recognized and confirmed disability that would require accommodations in assignments or
assessment practices should provide written notification to the instructor by no later than 48 hours prior to an expected
accommodation. Students are responsible for providing an accommodation letter prepared by Disability Support
Services by the second class meeting.
Course Objectives
This course seeks to help students:
a) develop a general awareness of prominent conceptual perspectives and literature bases that can be used to examine and
interpret the "politics" of education in the numerous formal and informal arenas that comprise the education policy system,
b) develop a general awareness of the contested character of the concepts and contributions of various political models and
empirical studies of political processes,
c) articulate and apply a foundational conceptual perspective that is a particularly fruitful way of getting at the political
processes that shape the formulation, enactment, implementation and impact of education policies,
d) develop "the habit of being analytic" in their consideration of the political dimensions of education and in their responses to
the political issues inherent in education settings,
e) become more familiar with the environmental forces, institutional features, policy network activities and interest group
pressures that affect education policy making in governmental arenas and other organizational contexts,
f) acquire a basic understanding of the role(s) educators play (or might play) in multiple decision arenas, the resources and
strategies that can be deployed to influence education policy and the aspects of leadership that may warrant special attention in
efforts to exercise "political leadership."
g) develop and use basic qualitative research methods
Course Assumptions
This course makes several assumptions:
a) Education is fundamentally political in nature. Beyond being an avenue through which society seeks to "socialize"
individuals, transmit values (including views of civic responsibility) and prepare persons for "productive roles" in their
respective work places and broader communities, education is a "stage" on which social conflicts are manifest and "managed."
b) Education policy decisions are not only inescapably political but also particularly critical because they determine the
distribution of benefits and burdens in educational organizations and affect the distribution of benefits and burdens in society.
c) These allocative decisions develop through processes that are based on power and characterized by bargains, negotiations,
compromises and other accommodations.
d) A course that focuses on the political dimensions of education policy issues, processes and choices must consist of more
than information about governmental arrangements, community contexts, interest group pressures and the like. It must provide
exposure to conceptual frameworks and opportunities to develop conceptual skills, since these are among the most
fundamental "skills" required by those who wish to study "politics" and by those who seek to exercise leadership in
organizational settings.
e) The most fundamental "analytic skill" involves the ability to explicate an orienting framework (a set of related categories,
assumptions and questions) that could be used to guide the description, analysis and interpretation of political dynamics, to
articulate a "way of thinking" about, a way of understanding political interactions. A closely linked "skill" involves the ability
to acquire, assess and assemble data about political dynamics and to evaluate, integrate and interpret those data in light of the
logic and limits of the orienting framework.
f) An orienting framework that combines analytic categories drawn from political systems and power-influence perspectives
constitutes an appropriate introduction to and foundation for the study of politics in governmental and educational
organizations.
Course Structure and Approach
This course is structured around three broad units. The first examines political dynamics at the local level, focusing on both urban and
rural educational settings. The second traces the interplay between the reform impulse and state politics, and the pronounced
partisanship that has come to dominate education policymaking at the state level. The final unit details the more recent expansion of the
federal role in education policymaking since 1965, and the relative impermanence and ineffectiveness of reform models. Units will be
addressed through a combination of readings, seminar discussions, lectures, and written assignments.
Students will complete assignments that address one of the programmatic threads that run through this course: the development of each
student’s research skills. The research skills we will work on in this course will be qualitative in nature. Students will become familiar
with the APA format and method, the only format and method that will be used throughout the EDLP program. Writing style, tone, and
method will be systematically critiqued throughout the course with the goal of helping each student improve their scholarly writing.
Office Hours
I am generally available before class each week, as I tend to arrive at USMH between 4 and 4:30. However, this does not work for
everyone, so we are going to try something new: virtual office hours. Every Saturday I will be on SKYPE from 10-11 a.m. (my SKYPE
ID is todd.anthony.rosa). You may video call me and chat about anything related to the course or dissertation issues.
Incompletes
I will only grant incompletes in extreme cases in which a personal or medical problem can be verified. If an extension is granted, it
generally will last for only two weeks after the course has ended (the clock starts running on 17 May); if the remaining work is not
turned in, the grade will be calculated based upon the work that has been turned in and a change of grade form will be submitted.
Course Assessments
Assessment
Points
Class Participation
Seminar Jigsaw Reading Preparation and Participation
Qualitative Research Skill Development Papers (2)
Policy Review Paper
30
70
100
100
Readings
Required
American Psychological Association, Publication Manuel of the American Psychological Association Sixth Edition
(American Psychological Association: 2011)
Wayne Urban, More Than Science and Sputnik: The National Defense Education Act of 1958 (from last semester)
Additional
Readings
Provided
by the
Instructor
Tentative Schedule of Classes
Date
Topic/Class Activities
Readings/Assignments Due
30
January
Syllabus Review
Seminar
Basics of American Government
Lecture & Discussion
American Public Education and the Constitution
“American Politics: Some Basic Aspects,” in HR
Mahood, Interest Groups in American National
Politics (Prentice Hall, 2000)
6
February
Lecture & Discussion
A Basic Primer on the Policymaking Process – Ms. Laura
Blessing, University of Virginia
“Process, Structure, and Ideology,” Rushefsky, Public
Policy in the United States.
13
February
No Class. Consultations will take place via SKYPE on
Saturday (15 Feb) or Sunday (16 Feb)
Writing Review/Dissertation Topic Consultations
Julian Lazarus, Carol Rothstein, Angela Thompson, Jessica
Reinhard, Rose Kraft, Kristine Pearl
Seminar
Epstein, Who’s in Charge Here? The Tangled Web of School
Governance and Policy
No Class. Consultations will take place via SKYPE on
Saturday (1Mar) or Sunday (2 Mar)
Writing Review/Dissertation Topic Consultations
Katherine Boone, Jarrett Kealey, Lori Ridgley, Renee
Peterson, Laila Shishineh-Starosta, Angela Waltrup
Seminar and Discussion
Rubin, Qualitative Interviewing: The Art of Hearing Data
Lecture and Discussion
Designing Surveys
No Class. Consultations will take place via SKYPE on
Saturday (15Mar) or Sunday (16 Mar)
Writing Review/Dissertation Topic Consultations
Christine Garrity-Carney, Stacy Henson, Kathryn KramerJefferson, Richard Akers, Michael Chilcutt, Patricia Hosfelt
No Class. Consultations will take place via SKYPE on
Saturday (15Mar) or Sunday (16 Mar)
Writing Review/Dissertation Topic Consultations
Carrie Pifer, Kathy Sutphin, Kristin Waters, David Kehne,
Michael Telemeco, Heath Wilcox
Lecture & Discussion
“Power Politics: Urban education in Baltimore City” – Ms.
Laura Blessing, University of Virginia
“Power Politics: Michelle Rhee and the Battle for DC Public
Schools” – Dr. Rosa
Prepare for seminar on Who’s in Charge Here? The
Tangled Web of School Governance and Policy ;
Jigsaw teams TBA
Lecture & Discussion
“The Challenges and Promise of Rural Education in
America” – Dr. Rosa
Drop Dead Date for the Policy Review Paper
“Assessing the State of Rural Governance in the United
States” Charles W. Fluharty, Rural Policy Research
Institute (all)
“Effective Rural Governance: What is it? Why Does it
20
February
27
February
6
March
13
March
20
March
27
March
3
April
Policy Review Proposals due electronically at 5 p.m.
Prepare for seminar on Qualitative Interviewing:
The Art of Hearing Data
Jigsaw teams TBA
Qualitative Research Skills Development proposals
for the interview and the survey are due by 14
March at midnight.
“’You Can’t Kill It and You Can’t Teach It’:
Bureaucracy and the Institutional Environment,” in
Payne, So Much Reform, So Little Change: The
Persistence of Failure in Urban Schools
“The Formation of Black Social Capital in Baltimore,”
in Orr, Black Social Capital: The Politics of School
Reform in Baltimore, 1986-1998
10
April
No Class
Prepare for seminar on Urban, More Than Science and
Sputnik: The National Defense Education Act of 1958
Seminar
Urban, More Than Science and Sputnik: The National
Defense Education Act of 1958
Lecture & Discussion
“The New Frontier, the Great Society, and American Public
Education” – Dr. Rosa
Seminar
Higher education and the Politics of the GI Bill
Lecture & Discussion
“From ‘A Nation at Risk?’ to the Charlottesville Summit:
Ronald Reagan and Bush 41 Confront the ‘Education
Crisis’” – Dr. Rosa
17
April
24
April
1
May
Lecture & Discussion
“Reforming the Public School System by Leaving it:
Vouchers, Magnets, and Charters” – Dr. Rosa
Seminar
Should the federal Government Take Over the Public
Schools?
Computer Lab TBD
Educational Politics and policy Mini-Comp
For this 2 hour exam you may bring in any materials you
wish, but no collaboration is allowed. There is no make-up
date for this exam – you must be present.
9
May
16 May
Matter?” Nancy Stark, Director, Rural Governance
Initiative (all)
Jigsaw Teams TBA
“White Veterans Only,” in Katznelson, When
Affirmative Action Was White
“American Schools and Global Politics: The Cold War
and Poverty,” in Spring, The American School: A
Global Context From the Puritans to the Obama Era
Drop Dead Date for the Qualitative research Skills
Development Paper: Interviews
“Education Policy from the Great Society to 1980: The
Expansion and Institutionalization of the federal Role
in Schools,” in Glenn and Teles, Conservativism and
American Political Development
Drop Dead Date for the Qualitative research Skills
Development Paper: Surveys
“Education Policy from 1980 to the Present: The
Politics of Privatization,” in Glenn and Teles,
Conservativism and American Political Development
Assessments
Class Participation
This course has a significant seminar and discussion component. We will be relying upon the students to move the class discussions forward
to a greater extent than during the courses in semester one. This is absolutely vital at the doctoral level, and thus a lack of participation will
be graded down significantly.
Seminar Jigsaw Reading Preparation and Participation
We will meet as a whole class “in seminar” seven times during the semester to discuss the assigned monographs. The class will be divided
into teams of students who will prepare discussion questions for a portion of each reading, and team members will take turns leading a
portion of the seminar discussion. During these meetings, Dr. Rosa will be a participant and guide in the seminar, but the students will be
largely responsible for leading the discussions.
Policy Review Paper
Each student will prepare a policy review papers. This paper will be typewritten, 10 to 12 pages long, double-spaced, in Times New Roman
12 font. Citations in APA format are required. You must find one main source and at least three complementary sources by using the
Frostburg State University (and/or affiliated University System of Maryland) library materials and databases. All sources must be available
through the FSU/University System of Maryland libraries and/or library databases; sources found through a random Google search are
unacceptable.
Your paper will be built around these sections:





Issue Definition: The policy decision is articulated and its significance is established.
Background: All background information (technical, political, etc.) necessary to place the decision in its proper context is given.
Policy Options: The various policy options that the decision-maker must decide between are presented and described.
Policy Analysis: The pros and cons of each option are explained. The value trade-offs implicit in choosing one option over another are
explained.
Recommendation: Based on the analysis, a recommendation is made. The biases and judgment factors that went into the
recommendation should be explained. You should summarize your recommendation concisely at the very start of your paper.
You may choose to write a policy review paper on one of these topics:







Higher Education Policy
School Governance
Rural Education
Urban Education
Technology and Education
Comparative International Education
National Educational Policy
However, I would suggest that you build the paper around your possible dissertation topic. So, one might identify a problem such as, “Arts
Education is disappearing from the high school curriculum in the state of Maryland.” Your research would be all about justifying this as a
problem for the schools and proposing a viable solution which would include the creation of a new policy regarding Arts Education.
The due date for this paper is variable. You may turn it in at any point during the semester. But it does have a drop dead date of 3 April
2014; as of 4 April, missing papers will receive an ‘F’.
Qualitative Research Skills Development Papers
Based upon feedback from Cohort12 and the instructors from the summer 1 courses, we are adding into EDLP a qualitative research
component. In the class you will learn two qualitative techniques that many of you will use in your dissertations: interviewing and
conducting surveys.
Each of you will design an interview regime that targets at least one policymaker who might influence your proposed dissertation topic in
some way. With the help of your colleagues and Dr. Rosa, you will design an interview matrix of questions; you will carry out the interview,
making sure to record it; you will transcribe the interview; you will then analyze the resulting data and write a 3-5 page paper that that
presents your findings and discusses how you might improve upon the interview regime in the future. The due date for this assignment is
variable, as students will conduct their interviews at different points in the semester. However, this assignment as a drop dead date of 1 May;
as of 2 May any missing papers will receive an ‘F’.
Each of you will design a survey using FSU’s Baseline platform, which is the system you will likely use for surveys connected with your
dissertation (unlike private sites like survey monkey, Baseline is under the control of FSU and is thus more secure). The target group for
your survey will be limited to Cohort 12, Cohort 13 (you guys), and the faculty connected with the EDLP Program Committee. With the
help of your colleagues and Dr. Rosa, you will design a survey that tackles some issue connected with your dissertation topic; you will run
the survey during a certain window; after it closes you will analyze the resulting data and write a 3-5 page paper that that presents your
findings and discusses how you might improve upon the survey design in the future. The due date for this assignment is variable, as students
will conduct their surveys at different points in the semester. However, this assignment as a drop dead date of 9 May; as of 10 May any
missing papers will receive an ‘F’.
We will also begin a discussion of the IRB process connected with these projects, and you will design an informed consent letter/survey
check off that will allow any data collected in these projects to be “grandfathered” into your future dissertation IRB submission.
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