POL. 483
Fall Semester, 2005
Prof. John A.
Garcia Office Phone: 621-7095
Office: Social Sciences 339
E-Mail address: jag@email.arizona.edu
Hours: Tu 10:01-11:02; W- 1:27-2:14, Web Address: www.arizona.edu/~jag
Th
1:10 ‑ 2:24 or By
appointment
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Core
Questions and Issues: Politics and cities-
how has it “played” itself out and what are the components of the policy
making process? What is the state of urban education and
where does the responsibility lie? Charter schools, magnet programs, exit
exams, vouchers, free market choices, national teacher exams, site management—what
are these reforms and what difference does it make? How do citizen and interest groups
influence the public policy arenas or alter the actions of governments? How do the issues of economic growth and
development, land use and sprawl get worked out and by whom? Urban lifestyles, values, the
environment, equity, spatial relationships, market forces and
government? At what costs do cities pay to encourage economic development and who wins and loses?
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Scope of the Course:
This course serves as an in-depth
examination of specific urban public policy areas, the governments involved,
the policy-making process, and the range of policy practices and alternatives
for the selected topic areas. We will use a variety of analytical approaches to
the study the complex relationships of people, groups, values, economic, and
political structures that influence the quality of life for everyone. The role
of local governments (counties, cities, and school districts), state and
federal government, along with the bureaucratic agencies represent the
constellation of governmental actors involved in our policy arenas.
We will discuss these policy-making
bodies in terms of their functions, authority, structural forms, legal powers,
and past/present governing styles. We will then examine the critical actors
involved in decision‑making ‑‑such as public officials,
economic elites, minorities, neighborhood groups, professional associations,
labor, environmental groups and other involved parties. The selected
contemporary issues –educational reform and economic development- that
are quite important in many urban communities.
We
will try to incorporate the current literature with presentation by
practitioners and activists to provide as diverse range of views on these
issues. We have the opportunity to examine closely the land use and economic
planning development efforts of both the City of
Course Skills and Learning Goals:
The emphasis of this course will be
analysis of the factors that define the urban policy agenda, the policy
alternatives or considerations (as well as existing policies), and the
implementation of public policy. How do
urban places forge and maintain a community (i.e. economically, socially, and
politically) among all of its residents? How does segments of the community
makes demands on the political system and what policies get on the agenda or
not, are also part of the scope of this course. In addition, we will analyze
how the elements of local communities (i.e.- neighborhoods, minority groups,
professional groups, business interests, etc.) interact with the political
system, in terms of strategies, goals, and outcomes. Analytical treatment of
the content of this course entails access to diverse materials, perspectives,
frameworks to organize and interpret the information, as well as your own
personal experiences with local politics.
Thus, analysis is a process by which
you learn to differentiate and categorize (or organize) based on concepts and
ideas. Analysis also involves the discovery of relationships between the
concepts. For example, the concept of sustainable community is
suppose to include the quality of life factors that individuals and groups
expect and look for in his or her community and how one gets involved in
events, actions, etc. The concept of local governmental functions
includes the role, scope, and collective power and/or legitimacy a formal city
structure and its officials have over its residents. What is the relationship
between sustainable community, economic development, and local governmental
functions? “
“At
the basis of knowing, then, is a picture or map of how things are categorized
and how they fit together. Things that have not been made distinctive cannot be
related. There would be no parts to put together. Likewise we cannot have
differentiation without relationships, both because we differentiate things by
their relationships to each other and because concepts are only useful in a
context.”[1]
I will use examples from a number of different communities
(your books will also use a variety of communities as case studies), as well as
from different historical periods. An
added component of this course will be the discussion of other trends or
experiments by cities outside of the
Books and
Brookings Papers on Educational
Policy, 2004 Edited
by D. Ravitch. 2004. Brookings Institutions.
Brookings
Papers on Educational Policy, 2005 Edited by D. Ravitch. 2005. Brookings
Institutions.
It
Takes a City. Hill, P. and Campbell, C. 2000. Brookings Institution.
Planning
Local Economic Development Blakely,
E. and T. Bradshaw, 2002. Sage Publications.
A
Practical Guide for Policy Analysis: Eightfold Path to More Effective Problem
Solving. By E. Bardach; Chatam House Publishers.
The book selections are based on the
breadth of perspectives and research findings and analysis available on urban
communities and local governments. In addition, the books served to provide you
with information, description of events, policy choices, policy results, and
case studies across a number of cities. Given the range of topics for the
course, the reading assignments will follow, as closely as possible the dates
for the topics for discussion. In most cases, the readings will complement the
materials presented in class and not duplicate the reading material. At times,
I will make direct reference to specific readings, but not always. As you do
the readings, and you have questions, comments, and reactions to the reading
materials; please make it a point to raise them in class. It is important
that you keep up with the reading assignments in a timely fashion, as well as
participating in class discussions. Regular attendance is an important
factor for doing well in this course.
Course Requirements:
The
format of the class will be primarily lecture and discussion. At the same time,
there will be group exercises, possible Internet assignments, and video
presentations. There may be some guest
lecturers and discussion of films/videotapes. The required books are meant to
be supplemental to the lecture content. It
is very important for each student to read all of the assigned readings and
attend class regularly. Class participation will be expected such that
comments, questions, and discussion will help improve the quality of the class.
The focus on the urban communities and local politics are such that ongoing
events, movements, activities, and issues are occurring while we are “studying”
materials in this course. It should serve you well to be reading newspapers,
magazines, “list serves”, etc. to complement the content of the course.
The
basis for a final grade will be comprised of three parts. They are: three equally weighted exams (worth 26 %
each); class participation and attendance (7%); and a group student
research project worth 15%.
Three equally weighted examinations
will be given throughout the fall semester (dates noted on the course
calendar). The tests will be drawn from the reading materials, lectures, guest presentations,
and the integration of the topics up to the date of the exam. Examinations will
be a combination of essays and short answers items. If a student is unable to
take the scheduled exam due to illness, he/she must advise Prof. Garcia of this
before the examination. Excuses after the examination will not be
accepted. It is to everyone's advantage to take the exams when they are
scheduled for this course. One week prior to the exam, a core set of essay
questions will be distributed which will do two things: a) provide the essay
questions from which two will be selected for your exam; and b) help you
organize and integrate the materials. In addition, one week before the exam, I
will specify the reading materials and lecture topics that will be covered on
the exam. The other part of the exam will be a short answer section in which
you will have some choices of items to answer.
Class participation is an integral part of this course.
It is crucial for the learning process and, for this course; it will be
credited in the following ways: a) class attendance; b) class discussion and
participation; and c) in -class exercises. For every class period, a class
roster is passed around for you to initial your attendance. Over the course of
the semester, I will be able to put names and faces together so that I can note
each of your participation in the course. There is not a quota of the number of
times you have to “say something”, but more your contributions to the topics
and relating your experiences and knowledge pertinent to the course content.
Finally, from time to time, I will give you some very short in class
assignments. For example, at the end of a lecture, I may have you provide me,
in a sentence or two, the main point of the lecture.
The third component of your
grade will be group project covering a specific research topic, in which a list
will be distributed in the early part of the semester ( the second week of
class). From the list of topics, you
will indicate your first and second topic preferences. Then a working group of
three to four students will be formed to begin their research on the topic. The
research project will include the exploration of the major elements or issues
involved, the parties affected and engaged, the current policy, and policy
alternatives, and analysis of political dynamics involved. The results of your
research efforts will be presented in class with a 20-minute presentation.
The instructor will evaluate your research along with input from your fellow
students’ through their evaluations. By September
7thth, you
will be assigned a research project group and begin your research. The research
presentations will be scheduled during the months of late October and November.
The group scores will be assigned to each member of the group. It will be worth
fifteen percent of the total grade.
Three hour exams @25%
each = 78 %
Class
participation
= 07 %
Research project
= 15 %
100 %
Relevant General Course Information
A) Student conduct and integrity: Please be aware of the
University’s code of academic integrity regarding research papers, citations,
plagiarism, and cheating. Evaluating your own work serves your own learning
experiences and grade performance. Once in class, all of our focus should be on
the course content and operate in a cooperative and respectful manner.
B) Faculty-Student interaction: The listing of office
hours, e-mail address, and office telephone number represent other
opportunities to discuss matters relevant to the course or seek clarification.
Generally, it is to your benefit (and provides me some feedback) to raise
questions or seek other informational sources outside of class. As a faculty
member, my responsibilities are not limited by in-class period only.
C) Test and preparation: The format of these tests
emphasizes thought and analysis, integration of materials and concepts,
organizing your answers, and writing skills. With the essay questions in
advance, this enables you to determine the relevant materials, the key
sub-questions within each question, how the materials fit together, and ways to
organize your answers. Talking to other class members can help to clarify the
material and test out your ideas.
D) Research paper: The purpose of this assignment is
to hone your analytical skills by focusing on a policy relevant topic facing
the Mexican origin community. By stating a research question, you frame the
purpose and scope of the paper. It also points you to the types of materials
necessary to answer your research question. In addition, the assignment
requires you to organize your paper in a way to present best your findings and
interpretations. In addition, this assignment should help to improve your
writing skills especially in clarity, logic of presentation, and examining
different perspectives.
Course
Schedule:
|
Date |
Course Topic |
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Aug. 22 -26 |
Scope and objectives: Public policy and Urban communities Public Policy analysis, concepts |
Barbach-intro Ravitich’05- 47-88 |
|
Aug.
29-Sept. 2 |
Case Study of Policy Analysis: the Voting Rights Act Applying the Bardach Eightfold Steps |
Barbach- 1-3 Hill/Campbell- #1 |
|
Sept. 7-9 |
The American education dilemma: what is all the fuss
about? A Nation at Risk – Report from the 80’s Leave No Child Behind, other Presidential commissions |
Bardach- 4-7 Hill/Campbell- #2 Ravtich’04- pp. 131-200 |
|
Sept. 12–16 |
Over-arching issues in educational reform- equity, access,
quality, costs, and choice, standards An inventory of reform packages and initiatives |
Bardach- 8, Part II Hill/Campbell- #3 |
|
Sept. 19-23 |
Testing the teachers and accountability Training teachers- do we do it differently? Professional associations and educational reform |
Ravitch’04 –pp. 7-45, 201-238 Hill/Campbell- #4 |
|
Sept.26-30 |
Incentives and recruitment of teachers School desegregation: persistent issues and limited
results School choice, vouchers and the free market experiment 1st Hour Exam- 9/30 |
Bardach- part III Ravitich’04- pp. 45-130 Ravitich’05- pp. 137-174 |
|
Oct. 3-7 |
Charter school movement Parochial and private schools School based management |
Ravitch’05- pp. 89-136 Ravitch’04- pp. 239-264 |
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Oct. 10-14 |
Contracting in public education Decision –making in the educational arena Merit testing and exit exams |
Ravitich’05- pp. 175-208 Hill/Campbell- #5,6 |
|
Oct. 17-21 |
The federal government and educational reform No Child Left Behind- Implementation School financing and resources for schools Creating reforms that work |
Ravitich’05- 209-250 Hill/Campbell- #7, pp. 129-154 |
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Oct. 24-28 |
Urban communities-space, people and uses What is local economic
development? 2nd Exam-
10/28 |
Blakely/Bradshaw- #1 |
|
Oct. 31-Nov. 4 |
Role of local, state, and
federal government? The 2005 |
Blakely/Bradshaw- #2,3 |
|
Nov. 7- 9 |
Theories of economic development Planning, data and the development process |
Blakely/Bradshaw- #4,5 |
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Nov.
14-18 |
Economic Strategies Professional sports, tourism as economic developments
strategies |
Blakely/Bradshaw- #6,7 |
|
Nov. 21-23 |
Key actors in the politics of economic development Beyond planning—support, resources and implementation |
Blakely/Bradshaw- #8-10 |
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Nov. 25-Dec. 2 |
Enterprise zones Rio Nuevo and the |
Blakely/Bradshaw- #11,12 |
|
Dec. 5-7 |
Assessing Economic development—impact, beneficiaries,
detractors, and losers 3rd Hour Exam – 12/14 2:00 |
Blakely/Bradshaw- #13-14 |
[1]Gustavus-Philliber,
Susan, M. Schwab, and G. Sam Sloss. 1980 Social Research . F. E. Peacock
Publishers;