School Desegregation and Federal Inducement: Lessons From the Emergency School Aid Act of 1972

Emily M. Hodge

doi:10.1177/0895904816632608

School Desegregation and Federal Inducement: Lessons From the Emergency School Aid Act of 1972

Emily M. Hodge

Educational Leadership

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Abstract

This study uses the example of the Emergency School Aid Act of 1972, a federal desegregation incentive program, to discuss the benefits and challenges of equity-oriented incentives. This study applies theories of policy instruments and the social construction of target populations to congressional records, archival program materials, and other historical sources to trace the origin and evolution of the incentives and mandates built into the Emergency School Aid Act. The study ultimately concludes that the program’s combination of a financial incentive with rigorous oversight offers lessons for how to incorporate equity-oriented incentives into current education policy.

Original language	English
Pages (from-to)	86-116
Number of pages	31
Journal	Educational Policy
Volume	32
Issue number	1
DOIs	https://doi.org/10.1177/0895904816632608
State	Published - 1 Jan 2018

Keywords

desegregation
education policy
incentives

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1177/0895904816632608

Cite this

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School Desegregation and Federal Inducement: Lessons From the Emergency School Aid Act of 1972

Abstract

Keywords

UN SDGs

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