BIS 443 / BPOLST 576: Education Policy and the american economy

 

Instructor: Joseph J. Ferrare

Winter 2021, Wednesdays 3:30pm - 5:30pm via Zoom

Office Hours: Wednesdays, 9am - 11am

Education Policy Links

COURSE OVERVIEW

This course will examine contemporary education policies from a multidisciplinary perspective, focusing on the political and economic processes shaping the emergence of these policies at state and federal levels and the associated impacts on student outcomes across the K-16 system. We will begin with a general review of market-based reform within the general realm of social policy and the specific ways these ideas have been applied to education policy in particular. Next, we will investigate the increasingly complex organizational networks of philanthropic foundations, nonprofit organizations, and state actors working to proliferate choice-oriented policies such as charter schools, vouchers, and alternative teacher policies (e.g., deregulation, merit pay). We then examine the impacts these policies are having on student outcomes, such as test scores, secondary and post-secondary degree completion, and labor market outcomes. We will then turn our attention to higher education policy, focusing on the policy processes and student outcomes associated with merit v. need-based financial aid as well as the proliferation of for-profit colleges. Throughout the course, our emphasis on policy processes and outcomes will take place alongside a critical investigation of the ways these policies are transforming cities, race and social class relations, and a wide array of educational and housing market practices.

OBJECTIVES

Students should expect to leave the course having accomplished the following:

  1. Develop an understanding of the intellectual and political foundations underlying market and choice oriented approaches to education policy

  2. Develop an understanding of the empirical evidence supporting market and choice oriented policies, especially charter schools, vouchers, merit-based teacher pay, need-based v. merit-based financial aid, and for-profit education

  3. Practice the craft of policy debate concerning the above issues through writing and in-group exchanges speaking

  4. Practice the craft of policy analysis and advocacy using secondary sources and existing research literature

Class Meetings

The general structure of the course includes synchronous meetings via Zoom once per week, with additional online activities (e.g., video lectures, discussion posts) to be completed throughout the week at your own pace. The designated day/time for class meetings is Wed 3:30 - 5:30pm via Zoom. 

EMAIL CORRESPONDENCE

I expect you to use your UW e-mail account regularly so that I can communicate with each of you electronically via Canvas between classes. If you wish to use another e-mail address as your primary account, set up your UW account to forward to your other address. 

Please email me via Canvas. If you send me an email, you can expect to hear back from me within 24 hours during the week, and by Monday if you email me over the weekend. If you email me with a question and do not hear back from me promptly, it is likely because the answer to your question is on this syllabus or was announced in class. I typically check and respond to email first thing in the morning and then again in the late afternoon.

I do not take attendance, so there is no need to email me if you are going to be absent.

EXPECTATIONS REGARDING ENGAGEMENT

I expect that everyone will be present during class. By present, I do not simply mean that you will be physically in attendance. Rather, my expectation is that you will engage with intention during lectures, discussions, and labs as they happen in real time.

Please see below for additional considerations concerning classroom conduct, academic integrity, and other related issues.

COURSE REQUIREMENTS AND MODES OF EVALUATION

Your work in this course will be evaluated through multiple assignments. The specific modes of evaluation and corresponding grading weights are described below. Grades will be assigned using the following scale:

A: 90% – 100%, B: 80% – 89%, C: 70 – 79%, D: 60% – 69%, E: below 60%

When evaluating your work I will consider criteria specific to each assignment. In general, though, I consider grade ranges to meet the following generic standards:

95% – 100%:  Exemplary work that exhibits mastery over the task

90% – 94%:    Excellent work that approaches mastery but falls short in one key area

85% – 89%:    High quality work that has ample room for improvement

80% – 84%:    Work that exceeds minimum expectations but contains a number of mistakes or lacks quality in key areas

75% – 79%:    Work that meets, but does not exceed, the minimum expectations   

70% – 74%:    Work that exhibits reasonable effort but falls short of the minimum expectations

60% – 69%:    Work of poor quality that shows little effort or understanding of the task

below 60%:     Work that exhibits no effort or understanding of the task

Required Assignments (see canvas for due dates)

1.  Education Policy in the News (5 points)

Each of you will be responsible for finding a current (i.e., the past year or so) news article covering some aspect of education policy in the United States. In addition to posting a link to the article, your assignment is to briefly (~1 paragraph) summarize the context of the policy in the article and to offer a short (~2 paragraph) reflection on the policy. For example, you might find an article from the Chicago Tribune about school closures in the Chicago Public School system. The reflection component may be framed in terms of a position statement (e.g., "I support the decision to close these schools because..."), a critique of the article (e.g., "This news article fails to describe the context in which CPS is selectively closing schools only in low-income communities of color."), or it may take on a more inquisitive tone (e.g., "To really know if this policy was effective, we would need to follow the trajectory of the students and teachers from the closed schools.").  

You are welcome to post articles from a wide variety of news sources (e.g., blogs, newspapers). To help you search for an article, you can find a wide variety of links to education policy media here (scroll down to below the data visualization links). 

2. Education Policy Debates (15 points each x 3)

We will engage in three written policy debates. Each assignment will be structured as a series of triadic exchanges consisting of an original position statement, an antithesis, and a synthesis. You will automatically be grouped into triads through Canvas and these will be your groups for the second and third policy debate assignments. For each assignment the person responsible for the "original position" will post an approximately 800-word policy position to the Canvas discussion board (topics forthcoming). The person responsible for the "antithesis" will be assigned the task of countering the argument posted to the discussion board through a 500 to 800-word response. The third group member will then be tasked with identifying common ground and irreconcilable differences and synthesizing the thesis/antithesis tension. The roles will shift for assignments 2 and 3 such that each student will take on all roles by the final assignment.

3.  Policy Analysis Assignment, Part 1: Annotated Bibliography (25 points)

This is the first part of a group-based policy analysis project. The overall objective of the policy analysis is to take a deep dive into some aspect of education policy and to construct a brief that is grounded in the empirical research literature. A policy brief is a genre of writing that synthesizes research into a succinct set of recommendations for policy stakeholders (e.g., legislators, activists, practitioners). In part 1 of the assignment, you group will be tasked with conducting a literature review that incorporates the historical and political contexts of the policy in question, as well as the effects of the policy on relevant outcomes. Your literature review will be presented as an annotated bibliography and serves as the foundation for the policy brief in part 2 of the assignment. More details will be provided in class.

4.  Policy Analysis Assignment, Part 2: Policy Brief (25%)

Part 2 of the assignment involves the construction of your brief around the literature reviewed in Part 1. We will spend time reading examples of policy briefs, but in general your brief should be structured as follows:

  1. Executive summary:  (~ 2 - 3 paragraphs/ possibly bullets of key take-away)

  2. Introduction/background: establish policy problem, historical and political context, contemporary relevance, anticipate findings/recommendations

  3. Review of literature

    • What do we know about the policy in question?

      • Highlight studies that offer a compelling & rigorous look at the issue

      • Evaluate the quality of evidence as well as gaps in our understanding

  4. Recommendations

    • What does the evidence – in the aggregate – suggest we should do? 

      • What does the evidence suggest we should not do? 

      • How does this compare to what we are actually doing right now? What are the limitations of the current policies?

      • What are some barriers in the way of doing what the evidence suggests is the best way forward? What are some of the limitations that your solutions may encounter? 

GRADING

Use the following steps to figure our your course GPA:

  1. Determine the percentage of total correct points across the quarter: this can be found on Canvas or by simply taking the total number of points correct for each assignment, dividing by the total number of possible points, and multiplying that proportion by 100.

  2. Subtract 55 from the total percentage

  3. Divide by 10

For example, if your cumulative percentage for the course is 75%, then your corresponding GPA for the course would be calculated as follows:

(75 - 55) / 10 = 2.0

For more information, please refer to UWB’s policies on undergraduate grading.

Late Work: I will accept late work. However, I will impose a 10% penalty for each day the assignment is late and you will receive very limited feedback from me (if any).

TEXTS

There are no required textbooks for this course. Instead, all readings for this course are available via the Canvas modules. Our readings will consist of academic journal articles, book chapters, and policy briefs published by a wide variety of organizations.

ESTIMATED COURSE OUTLINE

*Please note that this outline is only an estimate of what (and when) we will cover. You are responsible for all materials, updates and announcements covered during class sessions. The course calendar will most likely change over time due to unforeseen circumstances; please consult the Canvas modules for the most up-to-date schedule for readings and other assignments.

**See the course Canvas page for the readings and other content assigned for each week.

WEEK 1: course Introduction

Week 2: INtellectual foundations of market based reform in education

week 3: the evolution of market theory in federal education policy: ESEA to ESSA

WEEK 4: the space between markets and democratic governance: policy networks

WEEK 5: deregulation of teaching - alternative certification and merit pay

WEEK 6: school choice - vouchers and charters

WEEK 7: Social Capital and Secondary-to-postsecondary transitions

WEEK 8: merit v. need-based financial aid

WEEK 9: for-profit higher education

WEEKS 10: alternatives to market-based reform

ADDITIONAL RESOURCES & CONSIDERATIONS*

*Please note that some of the information regarding on-campus resources below may be inaccurate due to COVID-19 restrictions.

IAS PORTFOLIO

Students majoring in degrees offered by IAS begin the process of creating a Google Drive archive in “BIS 300: Interdisciplinary Inquiry” and conclude it by creating a Capstone Portfolio in BIS 499. IAS students should maintain an archive of all of the work they have done in (or in relation to) their undergraduate education. To get started with UW Google Apps (including Google Drive), students may consult UW IT’s web page at https://itconnect.uw.edu/connect/email/google-apps/ (scroll down to UW Google Apps Support Online Help Center).

For more information about the IAS portfolio, visit the IAS webpage: http://www.uwb.edu/ias/iasdegreeportfolio. For help on the technical development of your IAS portfolio Learning Technologies (learningtech@uwb.edu or http://www.uwb.edu/learningtech/eportfolios). You can also get help from a student tutor in the campus’s Open Learning Labin UW2-140. 

ACADEMIC INTEGRITY

Please see the UWB General Catalog, the documents you signed upon admission to IAS, and these policy statements for crucial information regarding academic integrity. The library also has useful resources for you to explore. You are responsible for knowing what constitutes a violation of the University of Washington Student Code regardless of your intent. Make sure you know how to properly cite any ideas or words you have taken from outside sources.

Work of any kind (including written, video, audio, performance, artistic, etc.) produced outside of this course may not be submitted for credit without first discussing it with your instructor.  In most circumstances, work produced for one course may not be submitted for another course. 

Please see the Student’s Guide to Academic Integrity for more information and resources.

INCOMPLETES

University rules state that “an incomplete is given only when the student has been in attendance and has done satisfactory work untilwithin two weeks at the end of the quarter and has furnished proof satisfactory to the instructor that the work cannot be completed because of illness or other circumstances beyond the student’s control.” IAS strongly discourages incompletes.

RESPECT FOR DIVERSITY

Diverse backgrounds, embodiments and experiences are essential to the critical thinking endeavor at the heart of university education. In IAS and at UW Bothell, students are expected to: 

  • respect individual differences which may include, but are not limited to: age, cultural background, disability, ethnicity, family status, gender presentation, immigration status, national origin, race, religion, sex, sexual orientation, socioeconomic status, and veteran status. 

  • engage respectfully in discussion of diverse worldviews and ideologies embedded in course readings, presentations, and artifacts, including those course materials that are at odds with personal beliefs and values. 

Students seeking support around these issues can find more information and resources here.

ACCESS AND ACCOMMODATIONS

Your experience in this class is important to me. If you have already established accommodations with Disability Resources for Students (DRS), please communicate your approved accommodations to me at your earliest convenience so we can discuss your needs in this course.

If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are welcome to contact DRS at 425.352.5307 or rosal@uw.edu.

DRS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. Reasonable accommodations are established through an interactive process between you, your instructor(s) and DRS. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law.

VETERENS

Welcome! We at UW Bothell understand that the transition into civilian life can be challenging for our veteran students and we have many resources for any who may want to reach out for guidance or assistance. This includes our Vet Corp Navigator through the WDVA and our Student Veterans Association (SVA). Please contact Veteran Services at 425.352.5307 or rosal@uw.edu. For those of you needing more URGENT support, please call The Suicide Prevention Hotline 1.800.273.8258or connect with the UWB CARE Team.

INCLEMENT WEATHER

Please check if the campus may be closed due to weather. Information on suspension of operations will be made public and available through the media. Students can learn of campus operations status from the website or by calling the Campus Information Hotline 425.352.3333. You may also sign up with an alert system that will contact you via email or text message if classes are canceled. For more information on the alert process, please see this. Class activities will be rescheduled as needed.

GENDER NEUTRAL BATHROOMS (ARC, DISCOVERY HALL, BEARDSLEE BUILDING, HUSKY VILLAGE)

For students who prefer to use an inclusive, gender neutral bathroom, these can be found in the following: ARC– one on each level of the building, one (1) LL restroom room with shower; Discovery Hall – LL, off of ramp connecting DISC to UW2; UWBB – second floor, with shower. 

REFLECTION ROOM INFORMATION (UW1-007) 

This room is an open use space for all members of UWB who seek quiet time for meditation, reflection and prayer. No reservations are needed to utilize this space. Please follow the guidelines listed in the room about the expectations of the space. 

LACTATION AND BABY CHANGING LOCATIONS 

Lactation stations can be found in UW1-128, UW2-336, Husky Hall 1419, and Beardslee Crossing 102 U. These stations are available from 8am-5pm and can be reserved online at uwb.edu/admin/services/lactation-station. Baby changing stations are located in Discovery Hall LL 050, UW2-L2 washrooms, UW1-L1 washrooms, LB1 and LB2-L1 washrooms. 

OTHER PARENTING STUDENT RESOURCES 

Parenting Students are encouraged to take advantage of the resources provided on campus, which include the Parent Union at UWB, the Child Care Assistance Program, priority access at Bright Horizons Bothell and Bothell KinderCare, back-up/sick care at Bright Horizons, and lactation rooms and baby changing stations on campus. For more information, please visit the Parent Resources website, or contact the Parent Union on Facebook. 

UNIVERSITY OF WASHINGTON RELIGIOUS ACCOMMODATION POLICY

Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Faculty Syllabus Guidelines and Resources. Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form available at: https://registrar.washington.edu/students/religious-accommodations-request/