{"title":"联邦政府在教育中的作用","authors":"P. Hill","doi":"10.1353/PEP.2000.0006","DOIUrl":null,"url":null,"abstract":"Can the national commitment to equal educational opportunity for all be sustained without weakening schools? This paper says yes and suggests principles for a new federal role. It shows how government policies have made schools more formal and complex; engineered political pressures that distorted schools’ operations and priorities; and imposed requirements that facilitate oversight by legislatures, bureaucracies, and courts, yet impede effective instruction","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":"66 1","pages":"11 - 40"},"PeriodicalIF":0.0000,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"124","resultStr":"{\"title\":\"The Federal Role in Education\",\"authors\":\"P. Hill\",\"doi\":\"10.1353/PEP.2000.0006\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Can the national commitment to equal educational opportunity for all be sustained without weakening schools? This paper says yes and suggests principles for a new federal role. It shows how government policies have made schools more formal and complex; engineered political pressures that distorted schools’ operations and priorities; and imposed requirements that facilitate oversight by legislatures, bureaucracies, and courts, yet impede effective instruction\",\"PeriodicalId\":9272,\"journal\":{\"name\":\"Brookings Papers on Education Policy\",\"volume\":\"66 1\",\"pages\":\"11 - 40\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2000-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"124\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Brookings Papers on Education Policy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1353/PEP.2000.0006\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Brookings Papers on Education Policy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1353/PEP.2000.0006","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Can the national commitment to equal educational opportunity for all be sustained without weakening schools? This paper says yes and suggests principles for a new federal role. It shows how government policies have made schools more formal and complex; engineered political pressures that distorted schools’ operations and priorities; and imposed requirements that facilitate oversight by legislatures, bureaucracies, and courts, yet impede effective instruction
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