Lessons from a Federal Grant for School Diversity: Tracing a Theory of Change and Implementation of Local Policies
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| Title: | Lessons from a Federal Grant for School Diversity: Tracing a Theory of Change and Implementation of Local Policies |
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| Language: | English |
| Authors: | DeBray, Elizabeth, McDermott, Kathryn A., Frankenberg, Erica, Blankenship, Ann Elizabeth |
| Source: | Education Policy Analysis Archives. Sep 2015 23(83). |
| Availability: | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu |
| Peer Reviewed: | Y |
| Page Count: | 36 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Federal Aid, Grants, Technical Assistance, School District Spending, Diversity (Institutional), Educational Change, Educational Policy, Program Implementation, Qualitative Research, Case Studies, Interviews, Student Placement |
| Geographic Terms: | California, Washington |
| ISSN: | 1068-2341 |
| Abstract: | In 2009, the U.S. Department of Education made grants to eleven school districts under the Technical Assistance for Student Assignment Plans (TASAP) program. The impetus for the program came from the Council of Great City Schools, which was concerned that school districts would respond to a recent Supreme Court decision by dismantling policies with integrative aims. We analyze the design of the TASAP program, its implementation by the USED, and how the grantee districts used the funds, and find that TASAP's effects were mixed. Five districts represented examples of "successful" implementation, using the grant funds in ways that prioritized diversity. Six demonstrated "subverted" implementation, using funds in ways that met local needs but moved away from the diversity goal. |
| Abstractor: | As Provided |
| Number of References: | 53 |
| Entry Date: | 2015 |
| Accession Number: | EJ1084075 |
| Database: | ERIC |
| Abstract: | In 2009, the U.S. Department of Education made grants to eleven school districts under the Technical Assistance for Student Assignment Plans (TASAP) program. The impetus for the program came from the Council of Great City Schools, which was concerned that school districts would respond to a recent Supreme Court decision by dismantling policies with integrative aims. We analyze the design of the TASAP program, its implementation by the USED, and how the grantee districts used the funds, and find that TASAP's effects were mixed. Five districts represented examples of "successful" implementation, using the grant funds in ways that prioritized diversity. Six demonstrated "subverted" implementation, using funds in ways that met local needs but moved away from the diversity goal. |
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| ISSN: | 1068-2341 |
