Why are America's public schools falling so short of the mark in educating the nation'schildren? Why are they organized in ineffective ways that fly in the face of common sense, to the point that it i
"Criticisms of Mancur Olson's theory of group membership and organizational behavior and discussions of the limits of his formulations are not new, but Terry Moe has set them forth in thoroughgoing f
Public education is critically important to the human capital, social well-being, and economic prosperity of nations. It is also an intensely political realm of public policy that is heavily shaped by power and special interests. Yet political scientists rarely study education, and education researchers rarely study politics. This volume attempts to change that by promoting the development of a coherent, thriving field on the comparative politics of education. As an opening wedge, the authors carry out an 11-nation comparative study of the political role of teachers unions, showing that as education systems everywhere became institutionalized, teachers unions pursued their interests by becoming well-organized, politically active, highly influential - and during the modern era, the main opponents of neoliberal reform. Across diverse nations, the commonalities are striking. The challenge going forward is to expand on this study's scope, theory, and evidence to bring education into the he
“Moe’s new book is not an argument for or against vouchers; it is an analysis of public opinion on vouchers that is likely to be very influential in shaping the movement’s future. Moe has written a nu
Why are America's public schools falling so short of the mark in educating the nation'schildren? Why are they organized in ineffective ways that fly in the face of common sense, to the point that it i
Public education is critically important to the human capital, social well-being, and economic prosperity of nations. It is also an intensely political realm of public policy that is heavily shaped by power and special interests. Yet political scientists rarely study education, and education researchers rarely study politics. This volume attempts to change that by promoting the development of a coherent, thriving field on the comparative politics of education. As an opening wedge, the authors carry out an 11-nation comparative study of the political role of teachers unions, showing that as education systems everywhere became institutionalized, teachers unions pursued their interests by becoming well-organized, politically active, highly influential - and during the modern era, the main opponents of neoliberal reform. Across diverse nations, the commonalities are striking. The challenge going forward is to expand on this study's scope, theory, and evidence to bring education into the he
In this ground breaking analysis, Terry M. Moe treats Hurricane Katrina as a natural experiment that offers a rare opportunity to learn about the role of power in the politics of institutional reform. When Katrina hit, it physically destroyed New Orleans' school buildings, but it also destroyed the vested-interest power that had protected the city's abysmal education system from major reform. With the constraints of power lifted, decision makers who had been incremental problem-solvers turned into revolutionaries, creating the most innovative school system in the entire country. The story of New Orleans' path from failure to revolution is fascinating, but, more importantly, it reveals the true role of power, whose full effects normally cannot be observed, because power has a 'second face' that is hidden and unobservable. Making use of Katrina's analytic leverage, Moe pulls back the curtain to show that this “second face” has profound consequences that stifle and undermine society's
Now, in this firsthand look at school reform in Great Britain, John E. Chubb and Terry M. Moe show how the landmark Education Reform Act of 1988 imposed a radically new framework on British education-
"Our government is failing us. Can we simply blame polarization, the deregulation of campaign finance, or some other nefarious force? What if the roots go much deeper, to our nation's start? In Relic,
During the 1980s, widespread dissatisfaction with America's schools gave rise to a powerful movement for educational change, and the nation's political institutions responded with aggressive reforms.
Has American democracy's long, ambitious run come to an end? Possibly yes. As William G. Howell and Terry M. Moe argue in this trenchant new analysis of modern politics, the United States faces a hist
In this volume the eleven members of the Koret Task Force on K?12 Education provide a broad overview of the American education system?pulling together basic facts about its structure and operation, id
