Education policy

Over the past 30 years, policymakers have seen a steady increase in their involvement at the state and federal levels of government in US schools. According to the Tenth Amendment to the United States Constitution, state governments have the main authority on education. State governments spend most of their budgets funding schools, whereas only a small portion of the federal budget is allocated to education. The federal government advances its role by building on state and local education policies. Over time, the role of the federal government grew through federal education policies that affected the funding and evaluation of education. For example, the National Defense Education Act (NDEA) was established in 1958 to increase federal funding to schools, and the National Assessment of Educational Progress was created to track and compare student performance in academic subjects across the states. This manner of authority has led many to believe education governance is inefficient. Compared to other OECD countries, educational governance in the US is more decentralized, and most of its autonomy is found within the state and district levels. The reason for this is that US citizens put an emphasis on individual rights and fear federal government overreach. A 2011 report by the National Center on Education and the Economy believes that the education system is neither coherent nor likely to see improvements due to the nature of it. A critical race theory analysis of the history of education reform in the United States reveals the influence of systemic racism on educational policy. Historically, educational policy changes have resulted from progress from protest, and such progress has met with pushback. == Teacher policy ==

Teacher policy is education policy that addresses the preparation, recruitment, and retention of teachers. A teacher policy is guided by the same overall vision and essential characteristics as the wider education policy: it should be strategic, holistic, feasible, sustainable, and context-sensitive. Overall objectives and major challenges to be addressed, the funding to achieve these objectives, the demographic parameters of the learner population, and the human resources required to achieve universally accessible quality education should all be addressed in a comprehensive teacher policy. Nine key dimensions Nine key dimensions are considered crucial to any comprehensive teacher policy: Teacher Recruitment and Retention, Teacher education (initial and continuing), Deployment, Career Structures/Paths, Teacher Employment and Working Conditions, Teacher Reward and Remuneration, Teacher Standards, Teacher Accountability, and School Governance. This development is a threat to the "academic and economic welfare of students". It affects learning and drains taxpayers' money. The federal and state governments, along with the districts, must invest in complete human capital systems. It is the best approach to preparing and retaining committed and capable mentors for the long term. A reasonable strategy in talent management for the education sector must focus on recruitment, development, and retention of intelligent and efficient teachers. Teacher Education (Initial and Continuing) Teachers need to go back to school periodically to become better educators. Good mentors can become outstanding by going further than textbooks. This is the logic behind continuing education. Technology in the form of web-based workshops and lectures will be helpful. School administrators and district officials must push their teachers to make use of available resources and opportunities to continue the learning process. Conferences with workshops are also valuable because these activities provide teachers with tools for integrating technology in the classroom and for earning Continuing Professional Development Units to boost their careers. School administrators must ensure that teachers are not only competent in classroom management but also in protecting students from harm such as bullying. == Gender equality ==

Quality and timely data and evidence are key factors for policy-making, planning, and the delivery to advance gender equality in and through education. They can help countries to identify and analyze gendered patterns and trends, and better plan and target resources to address gender inequalities. They can also help to identify and inform interventions that influence participation, learning, and empowerment, from early childhood to tertiary education and beyond. Though the SDG 4 monitoring framework is a step forward in the policy process, a complete monitoring framework for gender equality in and through education should include indicators that consider: • Social and gender norms, • Values and attitudes (many of which can be influenced by education). • Education laws and policies, as well as legislation and policies outside of the education system. • Resource distribution; and teaching and learning practices and environments. Efforts are also needed to track disparities in informal and non-formal learning contexts with a lifelong learning approach, and to ensure that data are collected on the most excluded. ==See also==