Lorraine M. McDonnell – författare

In a story of reform and backlash, Lorraine McDonnell reveals the power and the dangers of policies based on appeals to voters' values. Exploring the political struggles inspired by mass educational tests, she analyzes the design and implementation of statewide testing in California, Kentucky, and North Carolina in the 1990s.Educational reformers and political elites sought to use test results to influence teachers, students, and the public by appealing to their values about what schools should teach and offering apparently objective evidence about whether the schools were succeeding. But mass testing mobilized parents who opposed and mistrusted the use of tests, and left educators trying to mediate between angry citizens and policies the educators may not have fully supported. In the end, some testing programs were significantly altered. Yet despite the risks inherent in relying on values to change what students are taught, these tests and the educational ideologies behind them have modified classroom practice.McDonnell draws lessons from these stories for the federal No Child Left Behind act, with its sweeping directives for high-stakes testing. To read this book is to witness the unfolding drama of America's educational culture wars, and to see hope for their resolution.

This volume demonstrates that the democratic purposes of education are not outmoded ideas but can continue to be driving forces in public education. It establishes the intellectual foundation for revitalizing US schools and offers ideas for how the education process can be made more democratic.

This volume demonstrates that the democratic purposes of education are not outmoded ideas but can continue to be driving forces in public education. It establishes the intellectual foundation for revitalizing US schools and offers ideas for how the education process can be made more democratic.

In Evidence, Politics, and Education Policy, political scientists Lorraine M. McDonnell and M. Stephen Weatherford provide an original analysis of evidence use in education policymaking to help scholars and advocates shape policy more effectively. The book shows how multiple types of evidence are combined as elected officials and their staffs work with researchers, advocates, policy entrepreneurs, and intermediary organizations to develop, create, and implement education policies.Evidence, Politics, and Education Policy offers an in-depth understanding of the political environment in which evidence is solicited and used. Two key case studies inform the book's findings. The primary case - a major, multimethod study - examines the development and early implementation of the Common Core State Standards at the national level and in four states: California, Indiana, Massachusetts, and Tennessee. A comparative case analyzes the evidence used in Congressional hearings over the twenty-year history of the Children's Health Insurance Program. Together, the two cases illustrate the conditions under which different types of evidence are used and, in particular, how federalism, the complexity of the policy problem, and the policy's maturity shape evidence use.McDonnell and Weatherford focus on three leverage points for strengthening the use of research evidence in education policy: integrating research findings with value-based policy ideas; designing policies with incentives for research use built into their rules and organizational structures; and training policy analysts to promote the use of research in policymaking venues.

In Evidence, Politics, and Education Policy, political scientists Lorraine M. McDonnell and M. Stephen Weatherford provide an original analysis of evidence use in education policymaking to help scholars and advocates shape policy more effectively. The book shows how multiple types of evidence are combined as elected officials and their staffs work with researchers, advocates, policy entrepreneurs, and intermediary organizations to develop, create, and implement education policies. Evidence, Politics, and Education Policy offers an in-depth understanding of the political environment in which evidence is solicited and used. Two key case studies inform the book’s findings. The primary case—a major, multimethod study—examines the development and early implementation of the Common Core State Standards at the national level and in four states: California, Indiana, Massachusetts, and Tennessee. A comparative case analyzes the evidence used in Congressional hearings over the twenty-year history of the Children’s Health Insurance Program. Together, the two cases illustrate the conditions under which different types of evidence are used and, in particular, how federalism, the complexity of the policy problem, and the policy’s maturity shape evidence use. McDonnell and Weatherford focus on three leverage points for strengthening the use of research evidence in education policy: integrating research findings with value-based policy ideas; designing policies with incentives for research use built into their rules and organizational structures; and training policy analysts to promote the use of research in policymaking venues.