Presidents, Congress, and the Public Schools: The Politics of Education Reform, by Jack Jennings
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Presidents, Congress, and the Public Schools: The Politics of Education Reform, by Jack Jennings
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April 2015 marks the fiftieth anniversary of the Elementary and Secondary Education Act (ESEA), the landmark legislation that has provided the foundation of federal education policy in the United States. In Presidents, Congress, and the Public Schools, longtime policy analyst Jack Jennings examines the evolution of federal education policy and outlines a bold and controversial vision for its future. Jennings brings an insider’s knowledge to this account, offering a vivid analysis of federal efforts in the education arena and revealing some of the factors that shaped their enactment. His rich descriptions and lively anecdotes provide pointed lessons about the partisan climate that stymies much federal policy making today. After assessing the impacts of Title I and NCLB, and exploring the variety of ways that the federal government has intervened in education, Jennings sets forth an ambitious agenda for reframing education as a federal civil right and ensuring that every child has the opportunity to learn.
Presidents, Congress, and the Public Schools: The Politics of Education Reform, by Jack Jennings - Amazon Sales Rank: #779142 in Books
- Published on: 2015-03-01
- Original language: English
- Number of items: 1
- Dimensions: 8.81" h x .51" w x 6.86" l, .0 pounds
- Binding: Paperback
- 272 pages
Presidents, Congress, and the Public Schools: The Politics of Education Reform, by Jack Jennings Review "Jennings’s book provides wonderful contributions to our understanding of the federal politics of education." — Gerard Robinson, Journal of School Choice"This is a great historical read for those interested in the chronology of federal legislation on public education. In light of the current polarization of our political parties and their stances on public education, this book is also a good research tool for the 2016 presidential and congressional elections."--Robert J. Clark, School Administrator"This is a thorough accounting of past federal education policy that also offers innovative, much-needed solutions to revitalize a troubled national public school system."--Youth Today
From the Back Cover In Presidents, Congress, and the Public Schools, longtime policy analyst Jack Jennings examines the evolution of federal education policy and outlines a bold and controversial vision for its future. He assesses the impacts of Title I and NCLB, and explores the variety of ways that the federal government has intervened in education. He concludes by setting forth an ambitious national agenda to ensure that every child has the opportunity to learn. “No one knows more about ESEA and especially Title I than Jack Jennings. Here he tells a remarkably unbiased, informed, and crisp story about the politics, battles, and decisions made by Congress over the past fifty years. As Jennings makes clear, the story is not over. His conclusions propose a new and important course for Congress.” — Marshall (Mike) Smith, former under secretary, U.S. Department of Education “Jennings has written an admirably bold proposal for overhauling the federal role in K–12 education, with an eye to both student learning and equity. Arguing that NCLB has not lived up to its promise, he presents a blueprint for an improved balance in the federal-state relationship, one providing flexibility and accountability. His ideas merit serious attention and debate.” — Elizabeth DeBray, professor of educational administration and policy, University of Georgia “If you agree with everything in this book you probably didn't read it closely. But if you don't read it you're missing a unique account of federal education policy from someone who was in the middle of it for decades. Jennings offers a concise history and some ideas about new directions that show what federal education policy has accomplished and how much work remains.” — Andrew J. Rotherham, cofounder and partner, Bellwether Education “Only Jack Jennings could have written this unique and important account of federal involvement in education. Presidents, Congress, and the Public Schools is a must-read contribution to American education policy that will stimulate important conversations about our future.” — Gene Wilhoit, founder and executive director, Center for Innovation in Education, and partner, Student Achievement Partners Jack Jennings is the founder and former CEO of the Center on Education Policy. He served for twenty-seven years as a subcommittee staff director and then as general counsel for the U.S. House of Representatives Committee on Education and Labor. Michael J. Feuer is the dean and professor of education at The George Washington University, and president of the National Academy of Education.
About the Author Jack Jennings is the founder and former CEO of the Center on Education Policy. He served for twenty-seven years as a subcommittee staff director and then as general counsel for the U.S. House of Representatives Committee on Education and Labor. Michael J. Feuer is the dean and professor of education at The George Washington University, and president of the National Academy of Education.
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3 of 3 people found the following review helpful. Great history of the Elementary and Secondary Education Act By Janice W. Resseger I heartily recommend Jack Jennings’ new book about the federal role in public education. Jennings knows his subject. During much of the history of ESEA, from 1967 until 1994, Jennings served as subcommittee staff director and then general counsel for the U.S. House of Representatives Committee on Education and Labor. In 1995, he founded the nonprofit Center on Education Policy, which he led until his retirement in 2012. Jennings suggests a new way to conceptualize the role of the federal government in a renewed ESEA. He calls his proposal a “United for Students Act” that would be designed to address: needed preparation for schooling; improvement of teacher quality; extra resources for difficult schools; the need for more challenging content; and adequate and fair funding. I encourage you to read Jennings’ book and consider his proposal. In every chapter Jennings reminds all of us who have spent the past fifteen years trying to swim in a sea of rhetoric about accountability that ESEA’s original goal was very different from No Child Left Behind’s (NCLB’s) goal: expanding educational opportunity for poor children through federal investment in their schools which were also underfunded. The realities of funding inequity continue today: “First, per-pupil expenditures in the United States are not equal for all students; instead, the pattern is the opposite of what it should be. Students from families of higher socioeconomic status often have more resources spent on their education than do children in low-income families… Second, most of the increased spending over the last several decades has gone toward the extra costs of services for children with disabilities and to school lunch programs and other indirect expenses. Only a fraction of the increases has gone toward improving regular instruction for the majority of children.” (pp. 179-180) A primary flaw in Title I, according to Jennings, was not its strategy of focusing on funding so much as the meager level at which Title I was funded: “Providing a little extra help for disadvantaged students, while laudable, is not nearly enough in a school system that permits spending far more money on advantaged students than it does on those who are disadvantaged… The current (Title I) policy of inserting a little extra help for students into an inequitable system of schooling has not brought about the quality of education we need. The other current federal strategy—demanding extensive testing of students—has not resulted in a broad increase in student achievement.” (pp. 7-10) Jennings tracks the urgent need for greater federal financial investment in educational equity through every single chapter of this book. We must ask more from Congress—as it considers the reauthorization of ESEA—than merely cutting back on test-and-punish. Even as Jennings sets some new goals for the federal role in education, he insists that the federal government must do more to help pay for a system that prioritizes expanding opportunity for America’s poorest children.
3 of 3 people found the following review helpful. It can be read with great profit by the general reader as well as education ... By Tom Wolanin, retired education policy analyst and teacher This is an outstanding book. It can be read with great profit by the general reader as well as education professionals and policy makers. The book stands out for two reasons. First, it offers a cohesive, engaging and readable story of the development of federal policy for elementary and secondary education from the Elementary and Secondary Education Act of 1965 to the current debates over No Child Left Behind. This story is leavened with the author's personal experiences as a senior congressional staffer and founder of a non-partisan education policy organization. Second, it provides well-reasoned and comprehensive recommendations for making quality education available to all American youth. These recommendations go far beyond tinkering with current programs and focus on having students ready to learn, teachers well prepared to teach, a sound curriculum, and adequate resources fairly distributed. In contrast to other blue sky or ideological agendas, these recommendations are based on the best available research. This is an important and thought-provoking contribution to improving American education.
2 of 2 people found the following review helpful. Credibility and New Ideas By interested party Mr. Jennings presents a coherent picture of the US government's role in education funding and policy in the 20th century with the credibility and authority of someone who has, quite literally, been there. From 1967 to 1994 he contributed to nearly every piece of federal education legislation as a senior member for the House Committee on Education and Labor. However, the perspective in the book is uniquely his own: he is no mere cheerleader for the bills that he helped usher in. Most importantly, the final section of the book is devoted to several new ideas for how to move the federal role in education away from indirect accountability mandates and categorical grant funds and towards a collaborative partnership with the states.These ideas are big, sweeping, and controversial -- a bill aimed at addressing the inequities in educational funding; a challenge to the 1973 Supreme Court decision that found education not to be a protected interest in the constitution; and most intriguingly, a proposal to amend the United States Constitution to explicitly include the right to a free and equitable education (like 174 other nations around the world). Mr. Jennings supports them with the coherence and credibility borne of his many years in Washington.The current push-back against the role of the federal government in education is strong. Standardized testing is hugely unpopular, as are other federal mandates upon the schools. Mr. Jennings' ideas place the burden of action onto the federal government rather than the states and the schools. That shift might prove to be a popular one among the many educators who are currently vocally opposed to NCLB, the Common Core, and other aspects of education policy. Perhaps Mr. Jennings' ideas can serve as part of a new wave platform for education reform.An excellent overview of US education policy in the 20th Century and a clarion call for education reform in the 21st.
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Presidents, Congress, and the Public Schools: The Politics of Education Reform, by Jack Jennings
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