Representative Bureaucracy and Bilingual Education Policy Implementation : Examining Compliance
The Bilingual Education Act of 1968 mandates that schools with 20 or more ESL students must provide ESL classes. While the Act states general parameters for ESL policy, actual policy implementation devolves down a structural hierarchy. Unless the Office for Civil Rights initiates a compliance review (or a parent initiates a lawsuit) to address noncompliant ESL procedure, local school administrations have the discretion over ESL policy. Existing research assesses patterns in which policy actors make ESL implementation decisions utilizing qualitative methodology. While this methodological approach is suitable for examining the idiosyncratic nuances of this multi-faceted policy process, I propose a systematic model of ESL implementation. I examine the factors that influence compliance with the Act - focusing on the unique contextual features that characterize the Latino immigrant experience - including roles for descriptive representation and political resources of the language minority population. While theories of representative bureaucracy generally are applied to analyses of outcomes of the policy process, I contend that representative bureaucracies may have a direct influence on the policy implementation process itself. Using data from the Texas Education Association and U.S. Census SAIPE, I examine all school districts in Texas from 2008. I argue the presence of representative bureaucrats has a direct influence on how committed school districts are to complying with the Act
Year of publication: |
2011
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Authors: | Ibanez, Victoria |
Publisher: |
[2011]: [S.l.] : SSRN |
Subject: | Bildungspolitik | Education policy | Bürokratie | Bureaucracy | Bürokratietheorie | Theory of bureaucracy | Mehrsprachigkeit | Multilingualism |
Description of contents: | Abstract [papers.ssrn.com] |
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