{"product_id":"policy-analysis-for-educational-leaders-9780137016006","title":"Policy Analysis for Educational Leaders","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eNicola A. Alexander \u003c\/strong\u003eis an Associate Professor in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota. Her formal educational background is in public administration and policy; she is particularly interested in issues of adequacy, equity, and productivity as they relate to PK-12 education. Dr. Alexander is a board member of the National Education Finance Association and has published in \u003cem\u003eAmerican Educational Research Journal, Educational Policy, Journal of School Business Management, and Journal of Education Finance.\u003c\/em\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eDedication\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 1: Laying the groundwork\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eChapter objectives\u003c\/p\u003e \u003cp\u003eEducation vignette\u003c\/p\u003e \u003cp\u003eWhy should leaders study policy analysis\u003c\/p\u003e \u003cp\u003ePlayers on the leadership landscape\u003c\/p\u003e \u003cp\u003eWhat policy analysis can do\u003c\/p\u003e \u003cp\u003eThe role of persuasion\u003c\/p\u003e \u003cp\u003eUsers of policy analysis\u003c\/p\u003e \u003cp\u003eWhy use this text?\u003c\/p\u003e \u003cp\u003eWhat is policy analysis?\u003c\/p\u003e \u003cp\u003eA brief definition\u003c\/p\u003e \u003cp\u003eWhy policy analysis?\u003c\/p\u003e \u003cp\u003eThe goal of policy analysis\u003c\/p\u003e \u003cp\u003eTypes of policy analysis\u003c\/p\u003e \u003cp\u003eEx Post and Ex Ante Analysis\u003c\/p\u003e \u003cp\u003eForecasting, prescribing, monitoring, evaluating\u003c\/p\u003e \u003cp\u003eRational, Structural, Cultural Lens\u003c\/p\u003e \u003cp\u003eTransparency versus Objectivity\u003c\/p\u003e \u003cp\u003ePhilosophies of education\u003c\/p\u003e \u003cp\u003eValues: Cornerstone of worldviews and philosophies\u003c\/p\u003e \u003cp\u003eBrief overview of worldviews\u003c\/p\u003e \u003cp\u003eEight common values\u003c\/p\u003e \u003cp\u003eDefining philosophy\u003c\/p\u003e \u003cp\u003eKey philosophies and their role in education policy\u003c\/p\u003e \u003cp\u003eIdealism\u003c\/p\u003e \u003cp\u003eRealism\u003c\/p\u003e \u003cp\u003ePragmatism\u003c\/p\u003e \u003cp\u003ePhenomenology and existentialism\u003c\/p\u003e \u003cp\u003eNeo-Marxism\u003c\/p\u003e \u003cp\u003ePostmodernism and critical theory\u003c\/p\u003e \u003cp\u003ePolicy values in action\u003c\/p\u003e \u003cp\u003eChapter summary\u003c\/p\u003e \u003cp\u003eReview questions\u003c\/p\u003e \u003cp\u003eNews story for analysis\u003c\/p\u003e \u003cp\u003eDiscussion Questions\u003c\/p\u003e \u003cp\u003eSelected websites\u003c\/p\u003e \u003cp\u003eSelected references\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 2: Getting started at the beginning: thinking of policy analysis as problem analysis\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eChapter objectives\u003c\/p\u003e \u003cp\u003eEducation vignette\u003c\/p\u003e \u003cp\u003eWhere do you start?\u003c\/p\u003e \u003cp\u003eThe role of leaders\u003c\/p\u003e \u003cp\u003ePolicy analysis as problem analysis\u003c\/p\u003e \u003cp\u003eThe problem is the beginning of analysis\u003c\/p\u003e \u003cp\u003eDifferences between condition, policy problems, and policy issues\u003c\/p\u003e \u003cp\u003eThe policy analysis process\u003c\/p\u003e \u003cp\u003eThe complexities of policy analysis\u003c\/p\u003e \u003cp\u003ePolicy analysis versus policymaking\u003c\/p\u003e \u003cp\u003eThe role of policy analysts\u003c\/p\u003e \u003cp\u003ePhases in policymaking\u003c\/p\u003e \u003cp\u003eProblem stream\u003c\/p\u003e \u003cp\u003ePolitics stream\u003c\/p\u003e \u003cp\u003ePolicy stream\u003c\/p\u003e \u003cp\u003eStages of the policy-making process\u003c\/p\u003e \u003cp\u003eIssue definition Agenda setting\u003c\/p\u003e \u003cp\u003ePolicy formulation\u003c\/p\u003e \u003cp\u003ePolicy adoption Policy implementation Policy evaluation\u003c\/p\u003e \u003cp\u003ePolicy Analysis is not Policy Evaluation\u003c\/p\u003e \u003cp\u003eFocusing on the problem\u003c\/p\u003e \u003cp\u003ePolicy evaluation\u003c\/p\u003e \u003cp\u003ePolicy evaluation as feedback\u003c\/p\u003e \u003cp\u003ePolicy evaluation as summative judgment\u003c\/p\u003e \u003cp\u003eGoing beyond evaluation\u003c\/p\u003e \u003cp\u003eThe steps to policy analysis\u003c\/p\u003e \u003cp\u003eThe craft of policy analysis\u003c\/p\u003e \u003cp\u003eKey questions of the policy analysis process\u003c\/p\u003e \u003cp\u003eCreating a policy analysis roadmap\u003c\/p\u003e \u003cp\u003eTen steps of policy analysis\u003c\/p\u003e \u003cp\u003eDefine the problem\u003c\/p\u003e \u003cp\u003eMake the case\u003c\/p\u003e \u003cp\u003eEstablish your driving values\u003c\/p\u003e \u003cp\u003eCome up with alternatives\u003c\/p\u003e \u003cp\u003eWeigh your options\u003c\/p\u003e \u003cp\u003eMake recommendation\u003c\/p\u003e \u003cp\u003ePersuade us\u003c\/p\u003e \u003cp\u003eImplement solution\u003c\/p\u003e \u003cp\u003eMonitor outputs\u003c\/p\u003e \u003cp\u003eEvaluate outcomes\u003c\/p\u003e \u003cp\u003eStepping stones of policy analysis\u003c\/p\u003e \u003cp\u003eChapter summary\u003c\/p\u003e \u003cp\u003eReview questions\u003c\/p\u003e \u003cp\u003eNews story for analysis\u003c\/p\u003e \u003cp\u003eDiscussion Questions\u003c\/p\u003e \u003cp\u003eSelected websites\u003c\/p\u003e \u003cp\u003eSelected references\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 3: Taking the first step: Define the problem\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eChapter objectives\u003c\/p\u003e \u003cp\u003eEducation vignette\u003c\/p\u003e \u003cp\u003eStructuring the problem\u003c\/p\u003e \u003cp\u003eWriting a clear description of the problem\u003c\/p\u003e \u003cp\u003eDifferent phases in problem structuring\u003c\/p\u003e \u003cp\u003eProblematic Characteristics of policy problems\u003c\/p\u003e \u003cp\u003ePersonal versus policy problem\u003c\/p\u003e \u003cp\u003eInterdependence of problems\u003c\/p\u003e \u003cp\u003eSubjectivity and artificiality of structuring policy problem\u003c\/p\u003e \u003cp\u003eDynamic nature of policy problems\u003c\/p\u003e \u003cp\u003eBuilding on your condition statement\u003c\/p\u003e \u003cp\u003eMaking the condition a problem\u003c\/p\u003e \u003cp\u003eScope of the problem\u003c\/p\u003e \u003cp\u003eBounding the problem\u003c\/p\u003e \u003cp\u003eWho is included?\u003c\/p\u003e \u003cp\u003eCauses of the problem\u003c\/p\u003e \u003cp\u003eRational perspective\u003c\/p\u003e \u003cp\u003eInstitutional perspective\u003c\/p\u003e \u003cp\u003eCultural perspective\u003c\/p\u003e \u003cp\u003eGoals and objectives of solving the problem identified\u003c\/p\u003e \u003cp\u003eThe goal is the obverse of the problem\u003c\/p\u003e \u003cp\u003eObjectives are working definitions of goals\u003c\/p\u003e \u003cp\u003eChapter summary\u003c\/p\u003e \u003cp\u003eReview questions\u003c\/p\u003e \u003cp\u003eNews story for analysis\u003c\/p\u003e \u003cp\u003eDiscussion Questions\u003c\/p\u003e \u003cp\u003eSelected websites\u003c\/p\u003e \u003cp\u003eSelected references\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 4: Make the case by assembling the evidence\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eChapter objectives\u003c\/p\u003e \u003cp\u003eEducation vignette\u003c\/p\u003e \u003cp\u003ePurpose of assembling the evidence\u003c\/p\u003e \u003cp\u003eFunctions of research\u003c\/p\u003e \u003cp\u003eTransforming data into evidence\u003c\/p\u003e \u003cp\u003eAssessing the nature and extent of the problem\u003c\/p\u003e \u003cp\u003eAssessing the particular features of an identified policy situation\u003c\/p\u003e \u003cp\u003eAssessing past policies\u003c\/p\u003e \u003cp\u003eUsing the purpose of the evidence to determine what is needed\u003c\/p\u003e \u003cp\u003eEvidence for monitoring\u003c\/p\u003e \u003cp\u003eEvidence for prescription\\\u003c\/p\u003e \u003cp\u003eEvidence for evaluation\u003c\/p\u003e \u003cp\u003eEvidence for forecasting\u003c\/p\u003e \u003cp\u003eDetermining the value of specific data\u003c\/p\u003e \u003cp\u003eHow do you make good use of data\u003c\/p\u003e \u003cp\u003eBuilding your argument\u003c\/p\u003e \u003cp\u003eAssessing data contexts\u003c\/p\u003e \u003cp\u003eHow to locate relevant sources\u003c\/p\u003e \u003cp\u003ePeople and documents are key\u003c\/p\u003e \u003cp\u003eCollection strategies\u003c\/p\u003e \u003cp\u003eData from people within and without your organization\u003c\/p\u003e \u003cp\u003eData from documents from within and without your organization\u003c\/p\u003e \u003cp\u003eHow to categorize types of data\u003c\/p\u003e \u003cp\u003eQuantitative or qualitative debate\u003c\/p\u003e \u003cp\u003eChapter summary\u003c\/p\u003e \u003cp\u003eReview questions\u003c\/p\u003e \u003cp\u003eNews story for analysis\u003c\/p\u003e \u003cp\u003eDiscussion Questions\u003c\/p\u003e \u003cp\u003eSelected websites\u003c\/p\u003e \u003cp\u003eSelected references\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 5: Establish your driving values\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eChapter objectives\u003c\/p\u003e \u003cp\u003eEducation vignette\u003c\/p\u003e \u003cp\u003eWhat do you care about?\u003c\/p\u003e \u003cp\u003eEstablish evaluative criteria\u003c\/p\u003e \u003cp\u003eRelationship between values and criteria\u003c\/p\u003e \u003cp\u003eWhat does success look like?\u003c\/p\u003e \u003cp\u003eWhat are the specific criteria that frame policy decisions\u003c\/p\u003e \u003cp\u003eDoes it work?\u003c\/p\u003e \u003cp\u003eHow will you know?\u003c\/p\u003e \u003cp\u003eIs it fair?\u003c\/p\u003e \u003cp\u003eHorizontal equity\u003c\/p\u003e \u003cp\u003eVertical equity\u003c\/p\u003e \u003cp\u003eTransitional equity\u003c\/p\u003e \u003cp\u003eAbility to pay\u003c\/p\u003e \u003cp\u003eBenefits principle\u003c\/p\u003e \u003cp\u003eCan we afford it?\u003c\/p\u003e \u003cp\u003eWhat is the role of economics?\u003c\/p\u003e \u003cp\u003eOpportunity costs\u003c\/p\u003e \u003cp\u003ePrivate versus public benefits\u003c\/p\u003e \u003cp\u003eMarket failures\u003c\/p\u003e \u003cp\u003eProvision versus production\u003c\/p\u003e \u003cp\u003eCounting the costs\u003c\/p\u003e \u003cp\u003eCosts versus benefits\u003c\/p\u003e \u003cp\u003eDecision tools\u003c\/p\u003e \u003cp\u003eHow can you tell?\u003c\/p\u003e \u003cp\u003eUsing the economic tools\u003c\/p\u003e \u003cp\u003eCost-benefit analysis\u003c\/p\u003e \u003cp\u003eWill people support it?\u003c\/p\u003e \u003cp\u003eHow acceptable is the alternative to different groups?\u003c\/p\u003e \u003cp\u003eWhat factors will influence the political acceptability of policy?\u003c\/p\u003e \u003cp\u003eHow can you measure the acceptability of a policy?\u003c\/p\u003e \u003cp\u003eHow can you change the acceptability of policy intervention?\u003c\/p\u003e \u003cp\u003eWho will implement it?\u003c\/p\u003e \u003cp\u003eIs there sufficient administrative capacity?\u003c\/p\u003e \u003cp\u003eWhat are the major organizational limitations?\u003c\/p\u003e \u003cp\u003eHow can you tell?\u003c\/p\u003e \u003cp\u003eDifference from the status quo\u003c\/p\u003e \u003cp\u003ePolicy instrument\u003c\/p\u003e \u003cp\u003ePersonnel support\u003c\/p\u003e \u003cp\u003eAvailable resources\u003c\/p\u003e \u003cp\u003eWhat if the criteria conflict?\u003c\/p\u003e \u003cp\u003eChapter summary\u003c\/p\u003e \u003cp\u003eReview questions\u003c\/p\u003e \u003cp\u003eNews story for analysis\u003c\/p\u003e \u003cp\u003eDiscussion Questions\u003c\/p\u003e \u003cp\u003eSelected websites\u003c\/p\u003e \u003cp\u003eSelected references\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 6: Come up with alternatives\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eChapter objectives\u003c\/p\u003e \u003cp\u003eEducation vignette\u003c\/p\u003e \u003cp\u003eWhat are alternatives?\u003c\/p\u003e \u003cp\u003eAlternatives are not outcomes\u003c\/p\u003e \u003cp\u003eAlternatives are not an implementation plan\u003c\/p\u003e \u003cp\u003eBasic alternatives and their variants\u003c\/p\u003e \u003cp\u003eFinding alternatives by modeling the system\u003c\/p\u003e \u003cp\u003eThe metaphor of the market\u003c\/p\u003e \u003cp\u003eProduction metaphor\u003c\/p\u003e \u003cp\u003eEvolutionary models\u003c\/p\u003e \u003cp\u003eDoing nothing different\u003c\/p\u003e \u003cp\u003eHow do you generate alternatives\u003c\/p\u003e \u003cp\u003eSources of alternatives\u003c\/p\u003e \u003cp\u003eGeneric alternatives\u003c\/p\u003e \u003cp\u003eCustomizing policy interventions\u003c\/p\u003e \u003cp\u003ePolicy types\u003c\/p\u003e \u003cp\u003ePolicy mechanisms and best practice context\u003c\/p\u003e \u003cp\u003eInducements\u003c\/p\u003e \u003cp\u003eCapacity-building\u003c\/p\u003e \u003cp\u003eSystem change\u003c\/p\u003e \u003cp\u003eMandates\u003c\/p\u003e \u003cp\u003eHortatory\u003c\/p\u003e \u003cp\u003eChapter summary\u003c\/p\u003e \u003cp\u003eReview questions\u003c\/p\u003e \u003cp\u003eNews story for analysis\u003c\/p\u003e \u003cp\u003eDiscussion Questions\u003c\/p\u003e \u003cp\u003eSelected websites\u003c\/p\u003e \u003cp\u003eSelected references\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 7: Weigh your options (Evaluating alternatives)\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eChapter objectives\u003c\/p\u003e \u003cp\u003eEducation vignette\u003c\/p\u003e \u003cp\u003eHow do you weigh your options?\u003c\/p\u003e \u003cp\u003eAnticipating the future\u003c\/p\u003e \u003cp\u003eSafeguards in forecasting\u003c\/p\u003e \u003cp\u003eDiscussing relevant criteria\u003c\/p\u003e \u003cp\u003eMeasuring effectiveness\u003c\/p\u003e \u003cp\u003eMeasuring equity\u003c\/p\u003e \u003cp\u003eMeasuring costs\u003c\/p\u003e \u003cp\u003eMeasuring political feasibility\u003c\/p\u003e \u003cp\u003eMeasuring implementability\u003c\/p\u003e \u003cp\u003ePackaging your alternatives\u003c\/p\u003e \u003cp\u003eDistinguishing between alternatives\u003c\/p\u003e \u003cp\u003eUsing quick quantitative analysis\u003c\/p\u003e \u003cp\u003eCreating a scorecard\u003c\/p\u003e \u003cp\u003eEvaluating alternatives – single step, “norm based” approach\u003c\/p\u003e \u003cp\u003eEvaluating alternatives\u003cstrong\u003e – \u003c\/strong\u003etwo-step, “criterion-base” approach\u003c\/p\u003e \u003cp\u003eChapter summary\u003c\/p\u003e \u003cp\u003eReview questions\u003c\/p\u003e \u003cp\u003eNews story for analysis\u003c\/p\u003e \u003cp\u003eDiscussion Questions\u003c\/p\u003e \u003cp\u003eSelected websites\u003c\/p\u003e \u003cp\u003eSelected references\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 8: Make Recommendation\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eChapter objectives\u003c\/p\u003e \u003cp\u003eEducation vignette\u003c\/p\u003e \u003cp\u003eTransforming tradeoffs into preferred results\u003c\/p\u003e \u003cp\u003eBeyond eenie, meenie, minie, moe\u003c\/p\u003e \u003cp\u003eRole of the analyst\u003c\/p\u003e \u003cp\u003eTransform values into results\u003c\/p\u003e \u003cp\u003eEducation leader as researcher, bureaucrat, or entrepreneur\u003c\/p\u003e \u003cp\u003ePolicy analyst as advisor and decision maker\u003c\/p\u003e \u003cp\u003eNeed for advocacy\u003c\/p\u003e \u003cp\u003eValue laden arguments\u003c\/p\u003e \u003cp\u003eEthically complex arguments\u003c\/p\u003e \u003cp\u003eIs there one best way?\u003c\/p\u003e \u003cp\u003eRefine approaches to recommendation\u003c\/p\u003e \u003cp\u003eTesting the credibility of your recommendation\u003c\/p\u003e \u003cp\u003eChapter summary\u003c\/p\u003e \u003cp\u003eReview questions\u003c\/p\u003e \u003cp\u003eNews story for analysis\u003c\/p\u003e \u003cp\u003eDiscussion Questions\u003c\/p\u003e \u003cp\u003eSelected websites\u003c\/p\u003e \u003cp\u003eSelected references\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 9: Persuade us\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eChapter objectives\u003c\/p\u003e \u003cp\u003eEducation vignette\u003c\/p\u003e \u003cp\u003eThe art of communication\u003c\/p\u003e \u003cp\u003eHow to convey your analysis\u003c\/p\u003e \u003cp\u003eWho is your audience?\u003c\/p\u003e \u003cp\u003eExpectations of audience\u003c\/p\u003e \u003cp\u003eAudience knowledge and understanding\u003c\/p\u003e \u003cp\u003eAudience response to solution\u003c\/p\u003e \u003cp\u003eAudience forum\u003c\/p\u003e \u003cp\u003eHomogenous or diverse\u003c\/p\u003e \u003cp\u003eComplete or abridged analysis\u003c\/p\u003e \u003cp\u003eTime\u003c\/p\u003e \u003cp\u003eMaking the policy argument\u003c\/p\u003e \u003cp\u003eAuthority\u003c\/p\u003e \u003cp\u003eMethod\u003c\/p\u003e \u003cp\u003eGeneralization\u003c\/p\u003e \u003cp\u003eClassification\u003c\/p\u003e \u003cp\u003eCause\u003c\/p\u003e \u003cp\u003eSign\u003c\/p\u003e \u003cp\u003eMotivation\u003c\/p\u003e \u003cp\u003eIntuition\u003c\/p\u003e \u003cp\u003eAnalogy\u003c\/p\u003e \u003cp\u003eParallel case\u003c\/p\u003e \u003cp\u003eEthics\u003c\/p\u003e \u003cp\u003eChecklist of communicating analysis\u003c\/p\u003e \u003cp\u003eTimeliness\u003c\/p\u003e \u003cp\u003eClarity of findings\u003c\/p\u003e \u003cp\u003eSo what?\u003c\/p\u003e \u003cp\u003eChapter summary\u003c\/p\u003e \u003cp\u003eReview questions\u003c\/p\u003e \u003cp\u003eNews story for analysis\u003c\/p\u003e \u003cp\u003eDiscussion Questions\u003c\/p\u003e \u003cp\u003eSelected websites\u003c\/p\u003e \u003cp\u003eSelected references\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 10: Implement recommended action\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eChapter objectives\u003c\/p\u003e \u003cp\u003eEducation vignette\u003c\/p\u003e \u003cp\u003eSetting the stage for change\u003c\/p\u003e \u003cp\u003eWhy won’t it work\u003c\/p\u003e \u003cp\u003eCreating an implementation plan\u003c\/p\u003e \u003cp\u003eOutline the plan\u003c\/p\u003e \u003cp\u003eExpand the outline\u003c\/p\u003e \u003cp\u003eCheck your plan\u003c\/p\u003e \u003cp\u003eImplementing strategically\u003c\/p\u003e \u003cp\u003eMajor implementation challenges\u003c\/p\u003e \u003cp\u003eHuman (people-related) problems\u003c\/p\u003e \u003cp\u003eProcess (program-related) problems\u003c\/p\u003e \u003cp\u003eStructural (setting-related) problems\u003c\/p\u003e \u003cp\u003eInstitutional (program; setting-related) problems\u003c\/p\u003e \u003cp\u003eStages in implementation\u003c\/p\u003e \u003cp\u003eMobilization\u003c\/p\u003e \u003cp\u003eImplementation proper\u003c\/p\u003e \u003cp\u003eInstitutionalization\u003c\/p\u003e \u003cp\u003eChapter summary\u003c\/p\u003e \u003cp\u003eReview questions\u003c\/p\u003e \u003cp\u003eNews story for analysis\u003c\/p\u003e \u003cp\u003eSelected websites\u003c\/p\u003e \u003cp\u003eSelected references\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 11: Monitor outputs of action\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eChapter objectives\u003c\/p\u003e \u003cp\u003eEducation vignette\u003c\/p\u003e \u003cp\u003eWhat is monitoring?\u003c\/p\u003e \u003cp\u003eFunctions of monitoring\u003c\/p\u003e \u003cp\u003eCompliance\u003c\/p\u003e \u003cp\u003eAccounting\u003c\/p\u003e \u003cp\u003eAuditing\u003c\/p\u003e \u003cp\u003eExplanation\u003c\/p\u003e \u003cp\u003eWhat should we track?\u003c\/p\u003e \u003cp\u003eFunctions, data, and data sources\u003c\/p\u003e \u003cp\u003eThree key monitoring questions\u003c\/p\u003e \u003cp\u003eWhy should we track these data?\u003c\/p\u003e \u003cp\u003eWho should track the required data?\u003c\/p\u003e \u003cp\u003eHow often should we track these data?\u003c\/p\u003e \u003cp\u003eMethods of tracking\u003c\/p\u003e \u003cp\u003eEstablishing baselines\u003c\/p\u003e \u003cp\u003eDetermining what change is being measured\u003c\/p\u003e \u003cp\u003eMeasurement across space and time\u003c\/p\u003e \u003cp\u003eUnits of analysis\u003c\/p\u003e \u003cp\u003eDisplaying data\u003c\/p\u003e \u003cp\u003eChapter summary\u003c\/p\u003e \u003cp\u003eReview questions\u003c\/p\u003e \u003cp\u003eNews Story for Analysis\u003c\/p\u003e \u003cp\u003eDiscussion Questions\u003c\/p\u003e \u003cp\u003eSelected websites\u003c\/p\u003e \u003cp\u003eSelected references\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 12: Evaluate outcomes\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eChapter objectives\u003c\/p\u003e \u003cp\u003eEducation vignette\u003c\/p\u003e \u003cp\u003eEvaluating versus monitoring\u003c\/p\u003e \u003cp\u003eFocus of evaluation\u003c\/p\u003e \u003cp\u003eTypes of evaluation\u003c\/p\u003e \u003cp\u003ePurpose of evaluation\u003c\/p\u003e \u003cp\u003eFormative evaluations\u003c\/p\u003e \u003cp\u003eSummative evaluations\u003c\/p\u003e \u003cp\u003eUsers of evaluation\u003c\/p\u003e \u003cp\u003eApproaches to evaluation\u003c\/p\u003e \u003cp\u003eMethods of evaluation\u003c\/p\u003e \u003cp\u003eComponents of an evaluation plan\u003c\/p\u003e \u003cp\u003eAnalytical considerations\u003c\/p\u003e \u003cp\u003eCommon methods of assessment\u003c\/p\u003e \u003cp\u003eRandomized control trials\u003c\/p\u003e \u003cp\u003eDirect controlled experiments\u003c\/p\u003e \u003cp\u003eQuasi-experimental models\u003c\/p\u003e \u003cp\u003eMatching\u003c\/p\u003e \u003cp\u003eBefore and after comparisons\u003c\/p\u003e \u003cp\u003eWith and without comparisons\u003c\/p\u003e \u003cp\u003eNon-experimental direct analysis\u003c\/p\u003e \u003cp\u003ePolitical considerations\u003c\/p\u003e \u003cp\u003eChapter summary\u003c\/p\u003e \u003cp\u003eReview questions\u003c\/p\u003e \u003cp\u003eNews Story for Analysis\u003c\/p\u003e \u003cp\u003eDiscussion Questions S\u003c\/p\u003e \u003cp\u003eelected websites S\u003c\/p\u003e \u003cp\u003eelected references\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 13: Concluding remarks and Pullout Field guide \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eChapter objectives\u003c\/p\u003e \u003cp\u003eEducation vignette\u003c\/p\u003e \u003cp\u003eRemember why we do policy analysis\u003c\/p\u003e \u003cp\u003ePolicy analysis and you\u003c\/p\u003e \u003cp\u003ePolicy analysis and the community\u003c\/p\u003e \u003cp\u003ePolicy analysis and change\u003c\/p\u003e \u003cp\u003ePolicy analysis and evaluation\u003c\/p\u003e \u003cp\u003eAn Illustration of the steps in Policy Analysis using an existing policy example Elementary and Secondary Education Act\u003c\/p\u003e \u003cp\u003eDefine the problem\u003c\/p\u003e \u003cp\u003eMake the case\u003c\/p\u003e \u003cp\u003eEstablish your driving values\u003c\/p\u003e \u003cp\u003eCome up with alternatives\u003c\/p\u003e \u003cp\u003eWeigh your options\u003c\/p\u003e \u003cp\u003eMake recommendation\u003c\/p\u003e \u003cp\u003ePersuade us\u003c\/p\u003e \u003cp\u003eImplement solution\u003c\/p\u003e \u003cp\u003eMonitor outputs\u003c\/p\u003e \u003cp\u003eEvaluate outcomes\u003c\/p\u003e \u003cp\u003eChapter summary\u003c\/p\u003e \u003cp\u003eReview questions\u003c\/p\u003e \u003cp\u003eNews Story for Analysis\u003c\/p\u003e \u003cp\u003eDiscussion Questions\u003c\/p\u003e \u003cp\u003eSelected websites\u003c\/p\u003e \u003cp\u003eSelected references\u003c\/p\u003e \u003cp\u003eSummary of checklist for each step (Pullout field guide)\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eReferences\u003c\/strong\u003e\u003c\/p\u003e","brand":"Pearson Education","offers":[{"title":"Default Title","offer_id":51036426174807,"sku":"9780137016006","price":131.35,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780137016006.jpg?v=1750932040","url":"https:\/\/bookcurl.com\/products\/policy-analysis-for-educational-leaders-9780137016006","provider":"Book Curl","version":"1.0","type":"link"}