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Policy, Politics, and the National Mathematics Advisory Panel Report: Topology, Functions, and Limits

JAMES P. SPILLANE is the Spencer T. and Ann W. Olin Chair in Learning and Organizational Change at Northwestern University, where he is a professor of human development and social policy, learning sciences, and management and organizations. He can be contacted at the School of Education and Social Policy, Northwestern University, 2120 Campus Drive, Room 208, Evanston, IL 60208; j-spillane{at}northwestern.edu. With funding from the National Science Foundation, Spencer Foundation, and Institute for Education Sciences, his work explores the policy implementation process at the state, school district, school, and classroom levels, and school leadership and management

Analyzing Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008), the author situates it in evolving U.S. intergovernmental relations about education, ongoing policy discourses, and texts. State and local policy makers exercise considerable discretion on education, even with the No Child Left Behind Act of 2001. Federal policy makers rely on these policy makers and an expanding extrasystem of education providers to implement their proposals. The report’s alignment with some key ideas in current policy discourses may increase the likelihood that some recommendations will get attention, but intergovernmental arrangements, changing political winds, and worsening economic circumstances pose major implementation hurdles.

Key Words: federal education policy making • mathematics education • policy implementation • policy making • school reform

Educational Researcher, Vol. 37, No. 9, 638-644 (2008)
DOI: 10.3102/0013189X08328878


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