With growing awareness that a supply of highly-educated workforce is vital to their economic competitiveness and social cohesion, many industrialized countries have pursued education reforms since the 1980s.
From the perspective of social learning theory (Hall 1993), I examine the process of elementary and secondary education reforms in the U.S., focusing on the transformation of policy paradigms underlying this process. In this analysis, I also explore how institutional structure affects the process of social learning. Since the 1990s, education reforms based on a new policy paradigm have been ascendant at the federal and state levels. However, some local authorities and school teachers have developed different ideas on the “true” causes of poor academic performance, and actively exploited the newly introduced education standards to promote their own reform objectives. By studying the case of school finance litigations, I illustrate how American system of federalism and judicial independence have provided opportunities for such institutional ‘conversion’ by local actors.
In contrast to the original Hall’s theory based on a punctuated equilibrium model, I reconstruct the process of social learning as more gradual one, with enduring conflicts between ‘rule makers’ and ‘rule takers’ over policy paradigms unfolding within the institutional framework, which subsequently generates various impacts on the course of institutional development.
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