A Political Explanation of Policy Selection: The Case of Urban School Reform

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Abstract
Amid the torrent of reform activity in urban school systems, some proposals fare better than others. The traditional technocratic presumption is that reforms are chosen for their educational merit. I suggest that, to the contrary, institutional incentives encourage urban policymakers to emphasize symbolic appeal. Data from a 1995 study of 57 urban districts are used to compare the fate of two school reforms. The more symbolically attractive reform was supported, proposed, and enacted much more widely, although neither research nor observer responses suggested its superiority.