《アメリカ》一九八〇年代教育改革期における連邦と州の政策動向 : 財政問題に関連させて(III 各国の教育財政)

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概要

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• American education reform movements in the 1980s have been conducted by states. With respect to finance, states have been obliged to take the initiative because the federal government did not provide any subsidies in the early 80s despite issuing the report "A Nation at Risk" which called for reform, and because the revenue from local property taxes for school districts has declined. Characteristics of the states' mandated reforms are summarized as follows. First, states have strongly regulated the school activities controlled by local school boards by standardizing and raising the quality of instruction, teacher's qualification and so on. The growing regulation by states stands in sharp contrast to the traditional principle of local control of education. Thus, this policy has produced the problem of increasing state regulation and decreasing local discretion. Secondly, the reform movements have been prompted and encouraged mainly by the government authorities such as legislatures and governors, not by educators. The main reasons why government authorities have become involved in education reform movements are attributed to two factors. One is related to school financing reform movementns of 1970s. The movements entailed political and financial issues which educators were unable to handle. The other is related to the economy. Winning economic competition in the world is a driving force for the education reform movements of 1980s. The main determinant for education reform movements of 1950s was winning the military competition with Soviet Russia. Everytime the United States faces the national crisis, education reforms are called for. "The Sputnik of the 1980s" is economic competition with other nations. With this involvement of general government authorities, the power structure within states regarding educational matters may also change. The huge deficit of finance at the federal government may be a cause of restraint of federal spending for education reform movements. But more than that, the new federalism, taken by Reagan Administration which was composed of cutback of federal budget, curtailment of subsidies and deregulation of federal control is a cause of lack of federal subsidies for reform movements. The Education Consolidation and Improvement Act of 1981 has accelerated this trend. However, the federal government began to support reform movements through enactment of the Education for Economic Security Act of 1984, the bill of the School Improvement Act and the trade bill after mid-80s. And there is economic concern behind the turnaround.

• 1989-10-05

著者

• 白石 裕

  京都大学

関連論文

• テキサス州における学校財政制度訴訟と財政制度改革 : エッジウッド判決を中心として
• IV 比較研究の立場からの提言(I 論説)
• 《アメリカ》一九八〇年代教育改革期における連邦と州の政策動向 : 財政問題に関連させて(III 各国の教育財政)

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