ABSTRACT

Leaders of education policy continue to decentralize school districts, particularly in predominately large urban districts, despite mixed results from this reform. In this article, we seek to explain how decentralization came to fruition through the policymaking process in one of the largest and most diverse districts in the United States that serves urban, suburban, and rural communities. Employing concepts related to advocacy coalitions and critical policy analysis, our analysis suggests that the policymaking process to decentralize this district was complex, messy, and political with clear delineations between those voices that were (un)heard and (un)involved.

摘要

尽管这项改革取得了喜忧参半的结果，但教育政策的领导者继续对学区进行权力下放，特别是在以大城市为主的地区。在本文中，我们试图解释权力下放是如何通过决策过程在美国最大和最多样化的地区之一为城市、郊区和农村社区服务的。采用与倡导联盟和关键政策分析相关的概念，我们的分析表明，权力下放该地区的决策过程是复杂、混乱和政治的，在那些（未）听到和（未）参与的声音之间有明确的界限。