Browsing by Subject "Policy analysis"
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Item Contemporary policy issues in the State of Texas : a series of policy analyses(2015-08) Sandberg, Faith Erin; Rodriguez, Victoria Elizabeth, 1954-; McDaniel Rhodes, DianeThis report is a combination of individual policy analyses on food deserts, groundwater management, teenage pregnancy, and transportation capacity in the State of Texas. Additionally, an analysis on the gender pay gap viewed from the national level is included. These analyses suggest the critical importance of all five issues to the future of Texas as the state faces continued population growth and changing demographics. Furthermore, taken in tandem, these policy issues present an opportunity to reconsider the approach of policymakers working toward achieving social and economic justice. The commonalities amongst these issues suggest that moving from a policy agenda centered around a core of social issues to a broad, all-encompassing agenda that considers the disparate impact of issues like water scarcity and traffic congestion may have a more profound impact on the eradication of social and economic injustice.Item A multifocal analysis of Korean educational policies on the teaching profession(2011-05) Kim, Kyu Tae; Reyes, Pedro, 1954-; Sharpe, Edwin R.; Young, Michelle D.; Holme, Jennifer J.; Sakamoto, ArthurKorean education policies were derived from the 5.31 Education Reform oriented to the increase of autonomy and accountability for school effectiveness and the quality instruction through teacher professionalism enhancement. The policies are related to the influences of historical events and contexts embedded in the interactions of policy players who have their own arguments, particularly professionalism versus managerialism. The policies have been driven by right-wing perspectives. As a result, the roles, powers, functions, and structures of teaching profession have gradually changed. From the structural analysts, Basil Bernstein and Michel Foucault, teaching profession has become a system of supervision, compliance, normalization, isomorphism related to the collection code. The dynamic, complex and multilevel policy implementation need to be analyzed from a multifocal approach coupled with historical institutional, political, and structural analysis. This analysis contributes to understanding the changes of teaching profession resulted from intricate and dynamic interactions embedded in policy environments causing or influencing policy implementation directly and indirectly. Korean educational policy analysts, generally, tend to use one of the institutional, the political, and the structural perspective. Most policy analyses are concerned with the political analysis focused on exploring the political interaction between policy players, presenting policy issues and alternatives, analyzing the new institutionalism of education policy formation and implementation process, and influencing of policies on school organization and teachers apart from the political environment and the political interactions. In this respect, the multifocal policy analysis will be beneficial to shed light on a multifocal analysis of Korean educational policies.Item A policy analysis of community college funding in Texas(2008-05) Hudson, Donald C.; Lasher, William F.The purpose of this investigation was to analyze the public policy guiding the funding of community colleges in Texas. In essence, the history of community college funding from 1942 to 2006 has been documented. Specifically, the study focused on the funds community colleges have received from the State of Texas, analyzed the funding shares from state and local sources, assessed the changes in the state/local source relationship over time, and detailed the development of the Texas community college formula system. A two-phase research process was used for this policy analysis. First, an archival analysis located both primary and secondary documents related to Texas community college funding. After examining these records, a revenue database for Texas community colleges was created. Second, thirteen open-ended interviews of individuals with knowledge of community college funding were conducted. Based upon the analysis of state funds and other revenue sources, several conclusions were reached including: 1) During the pre-formula period (1942-1973), state funds were provided solely as an instructional supplement to public community colleges. This was known as the sufficient-to-supplement policy; 2) There has been an agreement between the State of Texas and the community colleges regarding community college funding as the formula system was implemented. The state would fund instruction and the college districts would pay for facilities; 3) The proportion of Texas community college operating revenues from the state has decreased relative to the other sources of revenue available to community colleges; 4) Full formula funding is a concept that is much discussed among Texas community college leaders. However, it has never been realized in the history of funding Texas public community colleges; 5) "Sufficient-to-supplement" is not an adequate or meaningful policy for funding community colleges in Texas. The policy recommendations that emerged from the study were: 1) The State of Texas should establish an explicit policy on how public community colleges will be financed, and 2) The State of Texas should adequately fund the new policy.