Governance and Educational Expectations in the U.S. States

Abstract

Abstract This article analyzes the relationship between U.S. state governance and policies designed to enhance educational expectations. It examines three policy areas: state participation in voluntary National Assessment of Educational Progress testing, state testing requirements for new teachers, and state high school graduation requirements in math and science. In general, it identifies associations between state institutional and political characteristics and the state policies under study. In particular, state policies that impose higher demands on local school districts are more likely to be present in states with more centralized control of their K–12 systems. Furthermore, state partisanship appears to suggest that Republicans favor policies that push power to lower levels of the U.S. intergovernmental system.