Arnold F. Shober

Lawrence University
Government

711 E. Boldt Way SPC 24
Appleton, WI
59411
arnold.shober@lawrence.edu |  Visit Personal Website


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Effect of state-level educational governance on local decision-making, local governance of education in the face of state and federal reform directives, especially as regards school choice, teacher quality, the Common Core, and expenditure limitations.

Citation:
Shober, Arnold F. 2012. From Teacher Education to Student Progress: Teacher Quality Since NCLB. Washington, D.C.: American Enterprise Institute for Public Policy Research.
Abstract: The concept of “teacher quality” has undergone a profound transformation in the last decade. Through the late 1990s, most policymakers assumed that educator effectiveness was immeasurable and that our only hopes to increase it were tied to classroom experience and academic credentials. Yet since 2001, through a series of notable research findings, changing political pressures, and landmark policy changes, we have come to view teacher quality as independent of licensure and individually measurable. We now approach evaluating the quality of our teachers by measuring their ongoing performance in the classroom. The key markers in the transformation: Declining trust in teacher education; an ineffective credentials requirement; bipartisan agreement on the need for change; and a new era of measurement initiated by NCLB.
URL: http://goo.gl/rfEBr
Citation:
Shober, Arnold F. 2012. The Democratic Dilemma of American Education: Out of Many, One?Boulder, CO: Westview Press.
URL: http://goo.gl/YpDL6
Citation:
Shober, Arnold F. 2012. "Governors Make the Grade." Peabody Journal of Education 87(5).
Abstract: Since the 1970s, American governors have become increasingly active in education politics. Where they once told state education chiefs to “make me the best education governor ever,” they now demand control of state boards of education, push for state control of school funding, and urge statewide standards for teacher evaluation. This article surveys the growth of gubernatorial interest in education in Wisconsin, Ohio, and Florida. It argues that sustained financial pressure on state budgets and widespread calls for educational equity have undercut both school districts and legislatures as effective arbiters of education policy. These twin pressures have forced governors, who have a statewide political constituency and are responsible for the state budget, to accept greater control over education policy.
DOI: 10.1080/0161956X.2012.723494
Citation:
Shober, Arnold F. 2011. "Attracting Capital: Magnets, Charters, and School Referendum Success." Journal of School Choice 5 (2): 205-223.
Abstract: Does school choice enhance the ability of school districts to raise revenue? School districts use charter and magnet schools to attract and retain students, but does choice improve the odds for school districts seeking increased taxing authority at the polls? If those parents who choose schools are attentive to district policies, then increasing school choice should lead to more support of district spending. This work uses evidence from California, Colorado, Minnesota, and Wisconsin from 2000 to 2005 to suggest that school choice significantly improves a district's chances of winning revenue elections.
Citation:
Shober, Arnold F. 2010. Splintered Accountability: State Governance and Education Reform. Albany, N.Y.: SUNY Press.

Substantive Focus:
Education Policy PRIMARY
Governance SECONDARY

Theoretical Focus:
Policy History SECONDARY
Policy Analysis and Evaluation PRIMARY

Keywords

K-12 EDUCATION SCHOOL CHOICE GOVERNANCE FEDERALISM GOVERNORS