1960年代:民主党リベラルによる平等保障策(例:1965年初等中等教育法Elementary and Secondary Education Act, ESEA)、1980年代:共和党コンサーバティブによる政府機能の見直し→ニュー・デモクラットによる「第三の道」:1993年クリントン政権の成立
1990年代前半の連邦教育政策:「2000年の目標:アメリカを教育する法(Goals 2000: Educate America Act)」(1994年)、「アメリカ学校改善法(Improving America‘s Schools Act, IASA)」(1994年)等 →スタンダード・アセスメントを基軸とし結果に対してアカウンタビリティを求めるシステムへの転換
2000年代:「どの子も置き去りにしない(No Child Left Behind, NCLB)法」(2002年)、「頂点への競争(Race to the Top)」(2009年)
(2)研究と制度設計
「公民権法(Civil Rights Act)」(1964年)とコールマン・レポート(1966年)
SEC. 402. The Commissioner shall conduct a survey and make a report to the President and the Congress, within two years of the enactment of this title, concerning the lack of availability of equal educational opportunities for individuals by reason of race, color, religion, or national origin in public educational institutions at all levels in the United States, its territories and possessions, and the District of Columbia.
連邦教育局教育統計センター+ジョンズ・ホプキンス大学コールマン(James S. Coleman)等研究者
教育機会に関する実証研究
コールマン・レポート→効果ある学校(Effective School)の研究→体系的学校改革(Systemic School Reform)の研究:システム全体の改革へ
IASA制定(ESEA改定)と調査研究―1
Chapter 1全米アセスメント法(National Assessment of Chapter 1 Act)(1990年)
SEC. 2. …(1)GENERAL REQUIREMENT‐ The Secretary of Education, through the Deputy Under Secretary for Planning, Budget, and Evaluation and the Assistant Secretary of Educational Research and Improvement ......, shall conduct a comprehensive national assessment of the effects of chapter 1 of title I of the Elementary and Secondary Education Act of 1965 ......
(2)INDEPENDENT REVIEW PANEL‐ Such assessment shall be planned, reviewed, and conducted in consultation with an independent panel of researchers, State practitioners, local practitioners, and other appropriate individuals including individuals with a background in conducting congressionally mandated national assessments of chapter 1. The Federal Advisory Committee Act shall not apply to the establishment or operation of such panel.
(3)COORDINATION WITH AND USE OF EXISTING STUDIES‐ Such assessment shall be coordinated with all related research conducted by the Secretary of Education. Nothing in this section shall be construed to limit or alter the authority of the Secretary to review other program aspects of chapter 1 not mandated by this section.
レビュー・パネル:政策担当者・実践者+ハーバード大学エルモア(Richard Elmore)など研究者等。連邦教育省の調査研究+Chapter 1(Title 1)に関する研究のレビュー、政策提言 →Reinventing Chapter 1: The Current Chapter 1 Program and New Directions(1993)
IASA制定(ESEA改定)と調査研究―2
チャプター1コミッション(Commission on Chapter 1)(1990年)
任意組織、Foundationによる支援。Education Trust ヘイコック(Kati Haycock)等シンクタンク研究者、スタンフォード大学スミス(Marshall S. Smith)ら大学研究者、政策担当者・実践者 →Making Schools Work for Children in Poverty(1992)
連邦議会上下院委員会公聴会における意見表明
行政学・行政改革(NPM改革)の影響
行政学研究:オズボーン(David Osborne)とゲーブラー(Ted Gaebler)の共著『政府再生(Reinventing Government)』(1992年)→民主党Democratic Leadership Council, そのシンクタンクProgressive Policy Institute『変革への提言(Mandate for Change)』(1993年)→クリントン政権のタスクフォース「国家業績レビュー(National Performance Review, NPR)」(1993年) →From Red Tape to Results: Creating a Government that Works Better and Cost less(1993)
研究者と政策・行政担当者の協働と人事交流
政府の調査研究への研究者の参画/政府の政策策定・実施への研究者の参画 スミス(Marshall S. Smith):ハーバード大学准教授、スタンフォード大学教授・教育大学院長など→Commission on Chapter 1のメンバー→クリントン政権で教育省のUnder Secretary. オデイ(Jennifer O'Day)との共著論文「体系的学校改革(Systemic School Reform)」(1991):「スタンダードに基づく改革」に理論的基礎(長嶺2009)
NCLB法
An Act To close the achievement gap with accountability, flexibility, and choice, so that no child is left behind.
"scientifically based research"規定の例
Schoolwide reform strategies that....(2) use effective methods and instructional strategies that are based on scientifically based research that‐ (Sec. 1114)
“scientifically based research”の定義
SEC. 9101. DEFINITIONS.
‘‘(37) SCIENTIFICALLY BASED RESEARCH.—The term ‘scientifically based research’—
‘‘(A) means research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs; and
‘‘(B) includes research that—
‘‘(1) employs systematic, empirical methods that draw on observation or experiment;
‘‘(2) involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;
‘‘(3) relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators;......
(3)クリアリングハウスの設置
連邦教育省教育科学研究所(Institute of Education Sciences)→2002年What Works Clearinghouse(WWC)の設置
田辺智子(2006)「エビデンスに基づく教育―アメリカの教育改革とWhat Works Clearinghouseの動向―」日本評価学会『日本評価研究』第6巻第1号、31‐41頁。
豊浩子(2011)「米国のエビデンス仲介機関の機能と課題―米国WWC情報センター(What Works Clearinghouse)の例より―」『国立教育政策研究所紀要』第140集、71‐93頁。
Coleman, James S., et al., (1966) Equality of Educational Opportunity, U.S. Government Printing Office.
Commission on Chapter 1, (1992) Making Schools Work for Children in Poverty, Council of Chief State School Officers and American Association for Higher Education
Gore, Al, (1993) From Red Tape to Results: Creating a Government that Works Better and Costs Less, A Plume Book.
McGuinn, Patrick J., (2006) No Child Left Behind and the Transformation of Federal Education Policy, 1965‐2005, the University Press of Kansas.
Skinner, Rebecca R., and Erin D. Lomax, (2011) Accountability Issues and Reauthorization of the Elementary and Secondary Education Act (CRS Report for Congress), Congressional Research Service.
Smith, Marshall S., and Jennifer O'Day, (1991) "Systemic school reform," in Susan H. Fuhrman and Betty Malen, eds., The Politics of Curriculum and Testing, The 1990 Yearbook of the Politics of Education Association, The Falmer Press, pp. 233‐267.
U.S. Department of Education (1993) Reinventing Chapter 1: The Current Chapter 1 Program and New Directions.