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| Preface | |
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| Educational Politicians | |
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| Bill Clinton: Educational Politician | |
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| George W. Bush: Educational Politician | |
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| Other Educational Politicians and Political Groups | |
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| Administrative Politicians | |
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| Boards of Education | |
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| Special-Interest Groups | |
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| Teachers' Unions | |
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| The Corporate Sector | |
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| Foundations | |
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| Other Interest Groups | |
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| Conclusion | |
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| Sources of Conflict: Power and Knowledge | |
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| Conflicts over Knowledge and Power | |
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| Knowledge and Power | |
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| Knowledge and Economic Power | |
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| Power and Culture | |
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| Power and Language | |
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| Multicultural, Bicultural, and Ethnocentric Education | |
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| Religion | |
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| Equality of Educational Opportunity | |
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| Conclusion | |
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| Sources of Conflict: The Politics of School Finance and the Economics of Education | |
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| Politics of School Finance | |
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| Maximizing Benefits and Reducing Cost | |
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| The Politics of Unequal School Financing | |
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| Basic Economic Questions | |
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| Who Should Pay? | |
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| How Should Educational Monies Be Distributed? | |
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| How Should Money for Education Be Collected? | |
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| How Much Money Should Be Spent on Education? | |
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| The Economics of Schooling in the New World Order | |
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| Conclusion | |
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| Sources of Conflict: The Educational Establishment | |
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| The Revolt against Bureaucracy | |
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| Power | |
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| Teacher Power | |
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| Power and Money | |
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| Conclusion | |
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| Political Organization and Student Achievement | |
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| Student Achievement and Equality of Educational Opportunity | |
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| Democracy versus the Market | |
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| Politics and Second-Generation Segregation | |
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| Political Content | |
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| Conclusion | |
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| Reinvention of the School, Systemic Reform, and Federal Policies | |
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| Reinventing the School | |
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| Analyzing National Education Policy | |
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| Grassroots Movements | |
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| Political Strategy | |
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| National Policy Concerns | |
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| The Politics of Implementation | |
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| Politicians and Interest Groups | |
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| Conclusion | |
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| State Politics of Education | |
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| Patterns of State Educational Politics | |
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| Patterns of State Control | |
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| Political Influence | |
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| Centralization and Teachers' Unions | |
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| Sources of Political Change | |
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| Grassroots Movement | |
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| Political Strategies | |
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| General Policy Concerns | |
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| The Nationalization of State Policies | |
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| Conclusion | |
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| Local Politics of Education | |
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| Rod Paige: From Superintendent to Secretary of Education | |
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| The Composition of School Boards | |
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| Patterns in Local Politics of Education | |
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| Dominated Communities | |
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| Factional Communities | |
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| Pluralistic Communities | |
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| Inert Communities | |
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| Educational Bureaucracies | |
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| Teachers' Unions | |
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| Site-Based Management | |
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| Conclusion | |
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| The Knowledge Industry | |
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| The Myth of Neutral Knowledge | |
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| The Textbook Industry | |
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| The Testing Industry | |
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| Conclusion | |
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| The Political Uses of the Courts | |
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| Constitutional Issues | |
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| The Otero Case | |
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| Hobson v. Hansen | |
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| Conclusion | |
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| The Political Control of Education in a Free Society | |
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| The Problem of Majoritarian Control | |
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| The Power of Special-Interest Groups | |
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| The Political Use of Schools | |
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| Educators and Social Improvement | |
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| The Economics of Education | |
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| Conclusion | |
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| Index | |