Analyzes educational reform in the second half of the twentieth century through the political career of Jimmy Carter and his influence on educational policy.

This supplemental text for educational policy, administration, and program evaluation courses provides a framework for examining the following crucial questions. To what extent have state and federal initiated policies actually been implemented during the past 25 years? and To what degree does implementation lead to effectiveness? At a time when critical understanding of the issues is essential for good decision making, this volume provides a valuable tool for teachers, students, and makers of educational policy.

The Supreme Court's Brown v Board of Education of Topeka Kansas decision of 1954 yielded unwavering and contentious mass resistance to dismantling the legally sanctioned dual system of public schooling in the United States. Extensive literature exists that focuses on the action of the courts, legislative actions of the federal government, and actions of local politicians and school districts addressing the challenges posed in transitioning from a legalized racially segregated system to a nationally integrated school system. School Desegregation and US Presidents chronicle a different look at the nation's attempt to address the landmark decision...THE POWER OF THE PRESIDENCY...Receiving short shrift in the literature has been the use and effect of the" bully pulpit" of seven Presidents providing leadership to resolve those issues related to the implementation of the mandates of Brown. It examines how the various symbolic and political powers of each President were exercised to advance or stall progress in desegregating the country's schools. Words matter! In accessing the bully pulpits of each of the Presidents, significant examples of their voices are provided through excerpts of their speeches, press coverage, and excerpts with cabinet members or other administration officials and civil rights leaders.

James Earl Carter, Jr. - better known as Jimmy Carter - was not the greatest or most popular president of the United States but he did accomplish quite a lot in the fields of civil rights, energy and foreign policy during his term from 1977 to 1981. However, the economy fared badly and he lost face in his dealings with Iran. So when he left after one term, he was not greatly missed... or so it seemed. For, after the presidency, he made an amazing comeback as a diplomat and trouble-shooter in international crises, becoming an amazing ex-president. And even the earlier views of his presidency have been improving... at least he did not get the country into a war. This rather special trajectory is explained in the Historical Dictionary of the Carter Era, with an obvious focus on his term as president. His run for the presidency and what he did during his term in office is traced carefully by the chronology. The introduction takes a longer view and also puts events in a broader context. Then the dictionary section, with hundreds of detailed and cross-referenced entries, tells us more about his policy in various fields but also how America changed culturally and socially during this period. The extensive bibliography points toward further information, although this book is certainly a good starting point and also a place to refresh one's memory.

With 30 historiographical essays by established and rising scholars, this Companion is a comprehensive picture of the presidencies and legacies of Gerald Ford and Jimmy Carter. Examines important national and international events during the 1970s, as well as presidential initiatives, crises, and legislation Discusses the biography of each man before entering the White House, his legacy and work after leaving office, and the lives of Betty Ford, Rosalynn Carter, and their families Covers key themes and issues, including Watergate and the pardon of Richard Nixon, the Vietnam War, neoconservatism and the rise of the New Right, and the Iran hostage crisis Incorporates presidential, diplomatic, military, economic, social, and cultural history Uses the most recent research and newly released documents from the two Presidential Libraries and the State Department

Drawing from his experiences as a long-term congressman, John Brademas focuses on policy formation to examine the politics of federal support for education. Brademas provides both analytic histories of representative education legislation and philosophical meditations on the relationship between education and democracy.

Over the past twenty years, educational policy has been characterized by top?down, market?focused policies combined with a push toward privatization and school choice. The new Every Student Succeeds Act continues along this path, though with decision?making authority now shifted toward the states. These market?based reforms have often been touted as the most promising response to the challenges of poverty and educational disenfranchisement. But has this approach been successful? Has learning improved? Have historically low?scoring schools “turned around” or have the reforms had little effect? Have these narrow conceptions of schooling harmed the civic and social purposes of education in a democracy? This book presents the evidence. Drawing on the work of the nation’s most prominent researchers, the book explores the major elements of these reforms, as well as the social, political, and educational contexts in which they take place. It examines the evidence supporting the most common school improvement strategies: school choice; reconstitutions, or massive personnel changes; and school closures. From there, it presents the research findings cutting across these strategies by addressing the evidence on test score trends, teacher evaluation, “miracle” schools, the Common Core State Standards, school choice, the newly emerging school improvement industry, and re?segregation, among others. The weight of the evidence indisputably shows little success and no promise for these reforms. Thus, the authors counsel strongly against continuing these failed policies. The book concludes with a review of more promising avenues for educational reform, including the necessity of broader societal investments for combatting poverty and adverse social conditions. While schools cannot single?handedly overcome societal inequalities, important work can take place within the public school system, with evidence?based interventions such as early childhood education, detracking, adequate funding and full?service community schools—all intended to renew our nation’s commitment to democracy and equal educational opportunity.