Lessons from a Federal Grant for School Diversity: Tracing a Theory of Change and Implementation of Local Policies

In 2009, the U.S. Department of Education made grants to eleven school districts under the Technical Assistance for Student Assignment Plans (TASAP) program. The impetus for the program came from the Council of Great City Schools, which was concerned that school districts would respond to a recent S...

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Bibliographic Details
Published inEducation policy analysis archives Vol. 23; no. 83; pp. 83 - 118
Main Authors DeBray, Elizabeth, McDermott, Kathryn, Frankenberg, Erica, Blankenship, Ann Elizabeth
Format Journal Article
LanguageEnglish
Published Colleges of Education at Arizona State University and the University of South Florida 07.09.2015
Arizona State University
Subjects
California
Case Studies
diversity
Diversity (Institutional)
Educational Change
Educational Policy
Federal Aid
federal policy
Grants
implementation
Interviews
politics
Program Implementation
Qualitative Research
School District Spending
Student Placement
Technical Assistance
Washington
Washington
California
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Summary:In 2009, the U.S. Department of Education made grants to eleven school districts under the Technical Assistance for Student Assignment Plans (TASAP) program. The impetus for the program came from the Council of Great City Schools, which was concerned that school districts would respond to a recent Supreme Court decision by dismantling policies with integrative aims. We analyze the design of the TASAP program, its implementation by the USED, and how the grantee districts used the funds, and find that TASAP’s effects were mixed. Five districts represented examples of “successful” implementation, using the grant funds in ways that prioritized diversity. Six demonstrated “subverted” implementation, using funds in ways that met local needs but moved away from the diversity goal.
ISSN:1068-2341
1068-2341
DOI:10.14507/epaa.v23.1999