The Significance and Permanence of Changes in Federal Education Policy

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Abstract
This article provides support for the assertion that significant and enduring changes in federal educational policy have occurred during the Reagan administration. The administration’s procedural and substantive policy preferences in education are defined, and evidence is provided of progress in achieving those preferences. Finally, a set of contextual conditions are identified that suggest the likelihood of continued progress on the Reagan federal educational policy agenda during the remainder of the Reagan term and beyond.

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