The leading markets for this book will be major public and Division 1 research university libraries and university courses in education policy, education law, education history, political science, and public policy.
· 7 · conclusion So far, I have attempted to describe and explain why policy makers and other interest groups came to embrace standards- based education as the key to re- cent educational reform efforts. In chapter 2, I examined how elite business interests made common cause with the leading lights of what has been called the “new right” during the late 1960s and 1970s to create a coalition that, while their interests were sometimes in conflict, was nevertheless instrumen- tal in the eventual creation of standards- based education. During this period, we also saw the beginning of a rightward shift in the Democratic party as well, a faction that would join the business- right coalition on education reform is- sues to later coalesce into standards- based education, making these concerns more bipartisan than they are portrayed in such influential works as Berliner and Biddle (1996) and Apple (2006). In chapter 3, I analyzed a flurry of re- ports on educational policy reform issued during the 1980s and early 1990s, as well as some groundbreaking examples of reform in practice initiated during the same period, with a special focus on the incredibly influential A Nation at Risk report. I chose to focus on these reports because they established much of the rhetoric, proposals, and institutional linkages that would later become standards- based education. Or, more succinctly, “whoever decides what the 150 a policy history of standards-based education in america game is about also decides who gets into the game” (Schattschneider cited in...
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