The Handbook of Educational Policy provides a comprehensive overview of policy questions in education reform at local, state, and national levels. The book raises controversial questions, such as who really benefits from educational reform, and investigates issues of accountability, assessment, educational fads, technology in education, and other matters of educational policy. The book explores not only what education is, but what it can be and should be, providing a scholarly analysis of policy decisions as well as practical recommendations for parents, teachers, and policy-makers.

Key Features

@introbul:Key Features @bul:* Provides informed discussion based on scholarly research * Contains practical recommendations for parents, educators, and policy-makers * Includes representation from local, state, and national levels * Considers comparisons of United States practices to reforms abroad * Addresses current issues and implications for the futures


Academics in education and educators at all levels.

Table of Contents

Foundational Issues in American Educational Policy: D. Pullin, Whose Schools Are These and What Are They For? The Role of the Rule of Law in Defining Educational Opportunity in American Public Education. M.E. Goertz, The Finance of American Public Education: Challenges of Equity, Adequacy and Efficiency. M. Kennedy, Infusing Educational Decision Making with Research. A.T. Lumpe, The Role of Philosophy in Educational Reforms: Never the Twain Shall Meet? Local, State, National, and International Perspectives: H.R. Michaels and S. Ferarra, Evolution of Educational Reform in Maryland: Using Data to Drive State Policy and Local Reform. J. Engler and G. Whitney, Michigan: The State of Education Reform. E.D. Roeber, Standards Initiatives and American Educational Reform. J.G. Cibulka, Moving Toward an Accountable System of K-12 Education: Alternative Approaches and Challenges. M.L. Bourque, The Role of the National Assessment of Educational Progress (NAEP) in Setting, Reflecting, and Linking National Education Policy with States' Needs. H.W. Stevenson and B.K. Hofer, Education Policy in the United States and Abroad: What Can We Learn from Each Other. Intersections of Theory, Policy, Politics and Practice: T.G. Dunn, Policy and Practical Implications of Theoretical Innovations in Education. K.K. Wong, Political Institutions and Educational Policy. R.E. Slavin, Success for All: Policy Consequences of Replicable Schoolwide Reform. L. Troy, The Impact of the Teachers' Unions on Educational Policy and Outcomes. R.E. Slavin, The Pendulum Revisited: Faddism in Education and Its Alt


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© 1999
Academic Press
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About the editor

Gregory Cizek

Gregory J. Cizek is currently Associate Professor of Educational Research and Measurement at the University of Toledo, where he teaches courses in assessment, statistics, and research design. His specializations and research interests include assessment policy, classroom assessment, and standard setting. He received his Ph.D. in Measurement, Evaluation, and Research Design from Michigan State University. He worked for five years at American College Testing (ACT) in Iowa City, Iowa, managing national licensure and certification testing programs. He has also worked as a policy analyst for the Michigan Senate, as a test development specialist for the Michigan Educational Assessment Program (MEAP), and as an elementary school teacher. In 1997, he was elected vice-president of an Ohio school district board of education.