POLI 215: Education Politics and Policy

Course Description

This course focuses on the evolution of federal K–12 educational policy since the infamous Brown v. Board of Education Supreme Court decision in 1954. We will cover in substantial depth the failure of Southern school districts to comply with Brown, the ensuing politics and passage of the Elementary and Secondary Education Act (ESEA) of 1965, the influential “Nation at Risk” report published in 1983, the important critique of that report published by the Sandia National Laboratories, the Goals 2000 Act, the No Child Left Behind Act (NCLB), and more recent development including the Common Core standards, the Race to the Top grant program, the policies required by the Obama administration for states to get needed NCLB waivers, and the Every Student Succeeds Act (ESSA). We will also follow changes enacted by the Trump and Biden administrations that affect schools.

I have selected readings that are both of high quality as well as largely nonpartisan and/or non-ideological. Our focus will be on reading research that presents insightful arguments supported by solid evidence.

Please note that we will spend some time during each class period discussing and analyzing the leading educational policy news. You are expected to spend time each week reading about the latest news in educational policy, and you should come to class with reasoned opinions about these events. Understanding policy is not just something you do by reviewing history. Rather, it is imperative that you begin to follow contemporary policy news very closely. You should also become acquainted with good sources of policy analysis, and practice developing solid policy opinions based on evidence.

There are several good sources for education news. Probably the best source for current education news is Education Week. I encourage you to either “Like” Education Week’s Facebook page and/or follow their X feed. We will frequently discuss their published material in class. I also recommend that you get a free email subscription to EdSource (https://edsource.org).

You might also conduct frequent searches of Google News using the search term “Education.” Other outstanding media sources that you might consult throughout the term include the New York Times (https://www.nytimes.com) and the PBS Newshour (http://www.pbs.org/newshour/). You might also consider following each of them on Facebook and/or X as well.

All University of Redlands students should take advantage of the free digital New York Times subscriptions offered by the university. To activate your pass for free access, go to https://www.nytimes.com/activate-access/edu-access and follow the instructions. Following your registration, go to www.nytimes.com/mobile to download the free apps.

Course Outcomes

Students who complete the class should demonstrate:

• how different methods and types of evidence are used in the study of education politics and policy, and how we construct knowledge of education politics and policy through the analysis of empirical evidence,
• how to identify and define the operation of power, privilege, and inequality, as well as articulate and/or critique the ways these forces have operated, been resisted, and/or transformed in the context of education politics and policy,
• how to solve contextual problems involving quantitative relationships within education politics and policy by means of numerical, visual, or symbolic representations in the context of specific discipline(s) by constructing, refining, or applying quantitative models to draw well-reasoned conclusions while nevertheless identifying potential limitations to models and analyses, such as restrictive assumptions, uncertainties in data, and errors in reasoning,
• a thorough knowledge of the evolution of federal educational policy from the Brown v. Board decision in 1954 through the policies implemented by the Biden administration,
• substantive expertise in an area of educational policy of the student’s choice as demonstrated by the writing of a public policy brief that analyzes educational policy,
• an understanding and awareness of leading current educational policy developments through the daily reading of top education sources (e.g. Education Week, EdSource, etc.),
• and the ability to identify and read the work of leading non-partisan, non-ideological think tanks dedicated to evidence-based public policy analysis.

Course Delivery Model

Students are responsible for their own learning and growth in the class. To assist students, I have selected outstanding articles from the field. It is the responsibility of the student to come to class each period fully prepared to discuss the content of the articles as well as to share critiques and/or opinions about each article.

I see my primary role as a facilitator. While I will have some questions prepared for each class session, discussion will primarily be led by students.

Exams

The midterm exam will be closed book and closed notes. The exam will be composed entirely of essay questions. I will, however, provide you with a review sheet to assist you in your preparation. The midterm exam will last 75 minutes.

Required Texts

The required course textbooks are:

• McGuinn, Patrick J. No Child Left Behind and the Transformation of Federal Education Policy, 1965–2005. Lawrence, KS: University of Kansas Press.
• Paul, Richard and Linda Elder. 2019. The Miniature Guide to Critical Thinking: Concepts and Tools (Eighth Edition). Tomales, CA: Foundation for Critical Thinking.

Additional readings can be found on the course Moodle site.

Grades

Final grades for the course will be based on your performance in the following areas:

• Daily Participation/Quizzes — 30%
• Midterm Exam — 25%
• Final Exam — 25%
• Policy Brief — 20%

Course grades will be assigned using the following guidelines:

Daily Quizzes / Participation

Students will be graded on their timely presence in class as well as their participation in class discussion. Students are required to have read the assigned material before coming to class. Your participation grade will be based on your physical presence in class, the quantity and quality of your contributions to the class discussion, and the extent and quality of your preparation for class as measured by your participation in class and daily class quizzes.

Class attendance, as well as taking the quizzes, is required for completion of the course. We will take daily quizzes using Poll Everywhere. Please download the free Poll Everywhere software for your phone or tablet. While you can take the quiz on your computer from the Poll Everywhere website (www.PollEv.com/profthorson), students have experienced fewer glitches by using the various apps from their mobile devices. Please login to the app using your @redlands.edu email address and choose PollEv.com/profthorson to join the presentation.

You will take daily quizzes that ask you about (a) the main points from the previous class discussion, and (b) the major points addressed in the new readings to be discussed in class that day. These quizzes will reward you for both attending class, paying attention during class, and for being prepared for class each day.

Please note that I will throw out your lowest two quizzes during the semester. Approved and unapproved absences will count towards your two dropped quizzes.

Policy Brief

Writing in the field of political science and public policy is quite different than in many other fields. Policymakers generally prefer short, concise statements that rely heavily on evidence and previous research. Unfortunately, they rarely have time to read research papers, many of which are 20+ pages in length. As a result, your ability to summarize the research on a specific policy question is an invaluable skill.

For the purposes of this assignment, consider yourself a research aide to a local, state, or federal policymaker or committee. You are writing a policy brief to summarize for your boss the research written about a specific policy question in which s/he will face questions from some combination of the public, donors, lobbyists, or other public officials. Your goal is to provide your boss with a non-partisan, non-ideological summary of the research about this specific question.

Your policy brief may be no longer than three pages in length, single-spaced, and contain ample graphics and data. A fourth page must be added that only includes a Works Cited/Further Reading section and any appropriate appendices.

Choose a specific research question that is of appropriate size and scope of a short policy brief. Make sure there is ample research for you to draw upon. Eliminate all personal opinion from your brief. Rather, bring the research of others together in your brief in a concise, useful manner.

Make the tone of your policy brief objective and guided by evidence rather than ideology or partisanship. Write like a scientist. Avoid at all costs the normative aspects of a policy question and simply report on the research. Focus on the findings of your research rather than your own personal views.

The graphical layout of policy briefs is important. Policymakers need to scan policy briefs quickly to find the content that they find important. You are encouraged to use sidebars, graphics, and tables. Printing in color is preferred. You may choose to write about the policy question of your choice, but you are expected to extensively research the question. Avoid using materials that we covered in class. The goal is for you to research this question yourself.

Make sure to properly label and cite any data or evidence. Tables and figures should be labeled and cited within the text of the brief.

As you begin writing your policy brief, I encourage you to consult the following readings found on the course Moodle/Canvas site:

• The Writing Center at University of North Carolina at Chapel Hill. “Policy Brief”. http://writingcenter.unc.edu/policy-briefs/
• The World Bank. “Developing Policy Briefs: Informing Policies with Ecosystem and Landscape Assessment Results.” World Bank Policy Brief Guide
• University of California at Davis Graduate Program of Environmental Policy and Management. “Guide for Writing Policy Briefs”. UC Davis Policy Brief Guide
• Web video: “The Art and Craft of Policy Briefs: Translating Science and Engaging Stakeholders” https://www.youtube.com/watch?time_continue=109&v=R1GpcAoBvnc

Each of these readings contains valuable, practical advice on writing policy briefs. I will also upload several sample briefs to the course Canvas site for your review.

To assist you with your research, you might consider meeting with a reference librarian in the Armacost Library, searching major electronic databases, including EBSCO, ERIC, JSTOR, Lexis-Nexis, and/or Google Scholar, as well as public policy think tanks (e.g. Brookings, AEI, Rand, etc.). When using Google Scholar and JSTOR, consider finding a classic article on the topic and clicking the “Cited by” link.

Pay close attention to the quality of your sources. The strongest sources will be from reputable think tanks and research organizations, top journals in public policy, economics, and perhaps political science (e.g. Journal of Policy Analysis and Management, journals of the American Economic Association, etc.) as well as books written from the top university and perhaps law school presses (Oxford, Cambridge, Johns Hopkins, Michigan, Harvard, Yale, etc.).

Your bibliography and citations should follow the American Political Science Association (APSA) style manual. It can be found at: APSA Style Manual .

Writing Deadlines

A one-page policy brief prospectus that outlines the specific policy question featured in your policy brief as well as at least three academic sources must be uploaded to Canvas no later than Friday, March 21st at 11:59pm. Your prospectus should introduce your specific research policy question as well as discuss its importance. Your prospectus should also list at least three academic sources that you will review and cite in your brief. Sources covered in class do not count towards the source minimums. Your prospectus should be single-spaced.

Your final policy brief is due at the beginning of class on Tuesday, April 15th.

Late briefs will be penalized a full letter grade per calendar day.

Students are also encouraged to take advantage of the writing assistance offered by Student Services.

Office Hours

Please feel free to stay a little longer after class to ask any non-confidential matters related to the class content and/or if you have academic questions. I enjoy getting to know you!

For other matters, please set up an appointment using the following link: Office 365 Bookings for Professor Thorson .

Please arrive to your appointment no later than five minutes before your scheduled start time. If you need to cancel a meeting, please do so at least 24 hours in advance.

Please note that “no shows” to appointments waste a lot of time, are annoying to the professor, and limit the availability of appointments for other students. Please make sure to keep your appointments!

Technology in the Classroom Policy

In Person

While I don’t formally ban the use of laptops, tablets, and cell phones in class, I strongly encourage you to turn these devices off during class and use paper and pen/pencil for notetaking. There is strong evidence that this method of notetaking is far superior to that of note-taking on a screen.

Online

Please try to limit your distractions. Avoid browsing, checking email, and engaging in social media during class. Immerse yourself into class and you’ll receive the dividends. Don’t pay attention and you’ll pay the price.

Office of Equity and Title IX

In order to provide a safe and equitable learning environment for all students, faculty, and staff, discrimination, harassment, retaliation, sexual misconduct, and sexual harassment (including sexual assault, dating or domestic violence, and stalking) are not tolerated at the University of Redlands. The University prohibits unlawful discrimination or harassment (as defined in the Policy Prohibiting Discrimination, Harassment, Sexual Misconduct, and Retaliation) on the basis of age, color, race, ethnicity, national origin, ancestry, sex, marital status, pregnancy, status as a complaining party of domestic violence, sexual orientation, gender, gender identity or expression, physical or mental disability, genetic information, religion/creed, citizenship status (except to comply with legal requirements for employment), military/veteran status, or any other characteristic protected by law.

Many faculty and staff at the University of Redlands are considered “Responsible Employees,” which means that if you tell me about a situation involving any of the above, I must report the matter to the Office of Equity and Title IX. Although I make that report, you are in control of how you would like to proceed, including whether or not you wish to pursue a formal complaint. Our goal is to make sure you are aware of the range of reporting options available to you and have access to the support and resources you need.

To report an incident directly, you can:

• Contact the Interim Director of Equity & Title IX, Christopher Jones, at 909-748-8289 or titleix@redlands.edu
• Report online at: https://www.redlands.edu/offices-directory/offices/office-of-equity-and-title-ix

You can also report to local law enforcement at 909-798-7681, ext. 1. If you are ever in immediate danger, please call 911 or email/text 911@redlandspolice.org if you cannot call.

To reach Public Safety on campus, call 909-748-8888 or use the Rave Guardian app.

If you wish to speak to someone confidentially (meaning not connecting with the Office of Equity and Title IX Office), you can contact:

• Counseling Center: 909-748-8108 or 24-Hour Crisis Line: 909-748-8960
• TimelyCare, 24/7 emotional support; 12 free telehealth counseling sessions
• Partners Against Violence, 24-hour sexual assault crisis line: 909-885-8884
• Option House, 24-hour dating/domestic violence crisis line: 909-381-3471
• https://www.rainn.org/ (sexual assault)
• https://www.loveisrespect.org/

For more information, visit: www.redlands.edu/titleixandequity .

Writing Tutoring

Peer writing tutoring is available in-person and online throughout the semester. You can visit a tutor at multiple stages of your writing process for each project/assignment/essay/etc. You and your tutor can have a brainstorming conversation if you aren’t sure where to begin, and you can continue to meet throughout your drafting and revision process. Please note that tutors can assist with writing in ALL disciplines, not just the humanities.

You can schedule a tutoring session at https://redlands.mywconline.com .

You can contact the office of Academic Support and Accessibility at asa@redlands.edu or call 909-748-8069 if you have any questions. They’re happy to help any time!

Subject Tutoring

Peer subject tutoring is available in-person and online throughout the semester for many courses. You can select your specific course when you log in to the Subject Tutoring schedule at https://redlands.mywconline.com . Select the tutor and time of your choice. All tutors are students who have taken the same course, often with the same instructor.

You will need to book your tutoring session at least one day in advance and provide details about what you would like to work on to allow your tutor enough notice and preparation time.

You can meet with your tutor as little or as often as you’d like, up to two hours per week per course. Students at the UoR use tutoring to work on all academic goals, from better understanding difficult concepts to achieving a 4.0. Tutoring is individualized to each student.

You can contact the office of Academic Support and Accessibility at asa@redlands.edu or call 909-748-8069 if you have any questions. They’re happy to help any time!

Counseling Center & CARE Team

Counseling Center

The Counseling Center provides free and confidential mental health services, including short-term individual therapy, group therapy, single-session therapy, consultations, and urgent appointments to all students with in-person or virtual options. The Counseling Center is committed to inclusivity and to providing a supportive space for everyone.

Please call 909-748-8108 to schedule an appointment or email counseling_center@redlands.edu. If a student is in crisis, please call 909-748-8960 for the 24/7 mental health crisis line. Another option for individual therapy for all students is TimelyCare, which provides virtual therapy immediately (Talk Now) or up to 12 scheduled virtual therapy sessions per year.

CARE Team

The University CARE Team exists to help provide support and resources to students that are overwhelmed, experiencing significant distress, or possibly present some risk to themselves or others. As a faculty member, I may reach out to students about whom I am concerned to talk individually, and/or refer them to the CARE Team.

If you have concerns about a fellow student, consider sharing your concern with the CARE Team via their online form. This is part of who we are as a caring, proactive community where we all look out for one another.

Additionally, if you feel that you or someone else needs immediate mental health support, the University has a 24/7 mental health crisis line at 909-748-8960, and the TimelyCare app, which offers on-demand emotional care. Both services connect to a live, licensed counselor.

Financial & Academic Support Resources

Emergency Student Loans

Student Financial Services (SFS) administers a short-term, no-interest loan fund to assist students experiencing an emergency or cash-flow problem. Except in unusual circumstances, these loans do not exceed $200 and are billed to the student’s account. Evidence of repayment ability is a prerequisite for all short-term loans made to students. Students are eligible for one emergency student loan per term.

Contact: SFS@redlands.edu or x8047.

Student Food Support Pantry

The Student Food Support Pantry is a resource available to all established full and part-time University of Redlands students facing food insecurities. The Pantry is located on the north side of North Hall (look for the banner with Bulldog on it). Hours of operation are Monday through Friday from 11:30 a.m. to 6:00 p.m. year-round.

This space is an open, no-questions-asked space with dried and canned goods, and non-perishable items, as well as seasonal fresh produce from our sustainable farm and limited refrigerated goods. Food for this distribution is provided in partnership with Feeding America Riverside and San Bernardino, and funded through private donations and the Office of Community Service Learning.

For more information, please contact SURF@redlands.edu.

Conflict Resolution Center

Experiencing a conflict? Whether it’s with a friend, roommate, another member of a student organization, or faculty or staff member, conflicts happen. Learning to navigate conflicts is important to success in virtually any field, and a vital step in being a part of a community and having healthy, meaningful relationships with others. Please contact crc@redlands.edu for more information.

Book Lending Program

The Book Lending Program is an initiative to ensure the academic success of First-Generation students (students who are the first to go to college in their families and who meet a particular estimated family contribution [EFC] level). Funded through alumni donations, this program provides books and other classroom materials, when needed, for First-Generation students who could not otherwise afford to purchase them.

Books are returned at the end of the course, to be used by other First-Generation students the next semester. The program works alongside the Library and faculty members to ensure the availability of books and classroom materials.

For more information, see the Book Lending Program page or contact blp@redlands.edu.

Technology Lending

The Armacost Library provides loans of laptops and other technology, including Bluetooth headphones, digital audio recorders, and smart pens, which can assist with note-taking and audio recording. For those needing ergonomic or accessibility devices, the library has ergonomic keyboards, high visibility keyboards, an ergonomic joystick, and an ergonomic trackball.

These resources are accessible to all University of Redlands students on a first-come, first-served basis. For a full list and to check the availability of these items, please visit the Armacost Library webpage or call (909) 748-8022.

Student Discretionary Fund

The Student Discretionary Fund, managed by Student Affairs, is designed to support student success by addressing financial challenges that could otherwise lead a student to pause or discontinue their education. The support provided can cover a range of personal expenses, including utility bills, gas money, emergency travel home due to a family tragedy, off-campus counseling, medical costs, and occasionally mental health assessments.

Grants from this fund are awarded based on the student’s financial need. To apply, students can complete the Student Discretionary Fund Application, which is available at https://forms.office.com/r/aX7dvAnbG2 or contact student_affairs@redlands.edu.

Student Lounges

Lounges for all students to sit, work, and eat can be found on the University website under student resources and campus facilities.

Names, Pronouns & Freedom of Expression

Names and Personal Gender Pronouns

It is important to me that I learn both your preferred name and personal gender pronouns. If I state either incorrectly, please correct me either during or after class. I appreciate your help!

Freedom of Expression

I am committed to the free expression of ideas in my classroom. Particular viewpoints should not be privileged simply because they are popular or supported by influential elites. All ideas and their corresponding assumptions must be defended by reason and evidence. It is my belief that free inquiry is a human right, should be a core value at all universities, and will be protected in my classroom even if doing so will come at great cost.

What does this mean for you? If you enroll in one of my classes, you may hear statements that you consider disagreeable, inappropriate, or offensive. All members of the class will be given very broad discretion to speak and write what they want. My classroom is not a “safe space,” nor is it designed to be a comfortable place. Indeed, free expression should cause you discomfort. It should cause you to reexamine your assumptions, values, and beliefs.

Does this mean that you can say anything in my class? No. Among other restrictions on speech, you may not threaten or harass others in the class. You may also not use your freedom of expression to suppress the expression of the views of others in the class.

Students who make offensive statements should also expect to be challenged by others who also enjoy their own freedom of expression.

It is my hope that our class can be as challenging and intellectually rigorous as possible.

Want to read more? The University of Chicago has produced their Report of the Committee on Freedom of Expression. It can be found at https://freeexpression.uchicago.edu . Perhaps we might consider adopting this position at the University of Redlands.

Accommodations

If you are a student with a disability requesting reasonable academic accommodations in this course, please contact Academic Support and Accessibility (ASA). ASA is located in the Student Success Center on the ground floor of the Armacost Library. You can reach the office at 909-748-8069 or asa@redlands.edu.

All requests for reasonable accommodations require registration with ASA in advance of need. Faculty, students, and ASA will work together regarding classroom accommodations. You are encouraged to discuss approved accommodations with your faculty. More information is available on the University accessibility webpage.

Academic Honesty

Academic honesty stands at the center of intellectual pursuits in the academic community. All students are expected to demonstrate integrity and honesty in completion of class assignments. Faculty and student scholarship in all forms, individual and collaborative, expresses our understanding and esteem for intellectual honesty. Nurturing and sustaining a climate of honesty are the responsibilities of every member of the community.

All the quizzes and exams are closed book and closed notes. You are not to consult with any materials during either. You must not look at another student’s clicker during the quizzes. The exams are not collaborative. You are not allowed to talk with any of your peers or look at anyone else’s exam during the exam period. Papers are to be written solely by you. Proper citation must be used whenever you are utilizing someone else’s ideas.

Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis. In this course, a student responsible for scholastic dishonesty can be assigned a penalty up to and including an "F" or "N" for the course.

You are responsible for both understanding and obeying both these and other University policies on academic honesty. Academic dishonesty in any portion of the academic work for a course shall be grounds for awarding a grade of F or N for the entire course.

For the complete text of student responsibility please see the University of Redlands Catalog under Academic Standards.

Withdrawal / Incomplete

Students are responsible for voluntarily withdrawing from the class should they decide not to complete it. If your name appears on the registrar’s final grade sheet and I can find no work on which to base a grade, I must give you an “F”. I observe all University drop deadlines.

Course Outline / Assignments

Please note this is a tentative schedule and may be adjusted at any time by the Professor.

Final Examination

The final exam will be held on Saturday, April 19th from Noon until 2pm or as directed by the Dean’s Office. Please mark this final exam date on your calendar ASAP. Do not plan to depart Redlands until your finals are completed!