Texas charter schools and Texans who influenced public policy to achieve a common goal.

摘要

This research paper chronicles the efforts of charter school advocates to establish charter schools (CSs) in Texas. Many educators and parents in Texas lobbied for CSs in the early 1990s, and the Legislature approved funding for them in 1995. This dissertation will evaluate the following question: What were the key factors in the establishment of Texas Charter Schools (TCSs)? To address this question, this discourse will trace the Texas public education policymaking process from 1981 through 2001, and examine the antecedents of major education reforms in the mid-1990s and their effects. Included is an examination of the theories and models of public policymaking affecting Texas public education. This study enhances the understanding of the Texas public education policymaking process and facilitates the effectiveness of stakeholders attempting passage of reform legislation. The review of pertinent literature provides correlation between the political, societal, and educational environments of history, and demonstrates how all three streams---(1) governing systems and political action, (2) human experience and opinions, and (3) knowledge and philosophy---limit, enable, and influence one another. Education reform policymaking is the theme of this research project and includes examination of the influences of political and societal cycles. The research of the historical background of education reform in Europe and the Americas identifies readily observable patterns, and the analysis of historical education reform contributes answers to the research question. Historical research into the roots of CSs and education reforms in the twentieth century provides insight into the societal, political, and educational environments that give birth to such reforms. Selected public, policy theories and models are utilized to understand and interpret the enactment of education reforms in the twentieth century, and their application to a century of education reforms provides an overview of their suitability and accuracy in predicting the success of future reform efforts. The analysis of data suggests stakeholders monitor societal and political streams to determine the most advantageous timing in cycles to propose reforms. Analysis of the cycles of historical education reform provides a framework to interpret the significance of the success of TCS proponents in passage of reform legislation, and the findings and conclusions of the research project furnish information for continuing discussion regarding TCSs and other reform programs. Examination and analyses of the interactions between Texas societal, political, and education environments during reform movements contribute to the study of public affairs and the policymaking process.