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The concentration of broad-based merit aid adoption in the southeastern United States has been well noted in the literature. However, there are states that have adopted broad-based merit aid programs outside of the Southeast. Guided by multiple theoretical frameworks, including innovation diffusion theory (e.g., Gray, 1973, 1994; Rogers, 2003), Roberts and King's (1991) typology of public entrepreneurs, and Anderson's (2003) stages of the policymaking process, this qualitative study sought to answer the following questions. First, in the absence of regional diffusion pressures, what internal determinants are reported as accounting for the diffusion of broad-based merit aid programs outside of the Southeastern US? What types of public entrepreneurs were identified as playing key roles in establishing merit aid in states outside the southeastern US? During which stages of the policymaking process were they active? We found that merit aid was a means of addressing an array of public problems, including low college going rates at in-state public colleges and universities, and weak K-12 accountability. Consistent factors reported as facilitating merit aid creation included a strong, vocal public advocate (governors and a university system president) and a desire to strengthen state economies and diversify workforces. A full range of public entrepreneurs played key roles in developing merit aid in the sampled states. Political and executive entrepreneurs were in the forefront of merit aid efforts, but our data suggest that a cast of supporting public entrepreneurs were integral to the eventual adoption of broad-based merit aid in the sampled states.

Background: In Ohio, levy campaigns are a burdensome task for district administrators and stakeholders alike. To date, there is little research on the districts' role in crafting school budget referenda campaigns. Purpose: This study asked three research questions: How did the macropolitical contexts shape stakeholders' decision making in terms of campaign strategizing and participation? How did the micropolitical contexts shape stakeholder decision making in terms of campaign strategizing and participation? How did successful districts differ in political strategies from districts that were not successful? Research Design: Qualitative case studies. Data Collection: Twenty-three informants from five Ohio school districts with levies on the November 2008 ballot. Using a snowball sampling technique, initial informants (i.e., superintendent, treasurer) were asked to identify additional stakeholders who participated in the campaigns. Data Analysis: Coding was initially guided by multiple theoretical frameworks, including macro/micropolitics, Johnson's 21 campaign strategies and Anderson's framework of "authentic" participation. After coding, an iterative team memo-writing process was used. Findings: This study offers important insight into the complexities of the environments and strategies used in levy campaigns. Four macropolitical themes were identified--state campaign policies, state education finance policy, the high-profile nature of the Presidential election, and the state of the economy. Despite a small sample, districts varied greatly in strategies used and community involvement. Districts that heavily engaged community members and created a sense of urgency yielded greater success at the polls than "central office campaigns." Adequate message training for campaign participants was also integral to success. (Contains 7 notes and 4 tables.)

This case study examines issues related to teacher hiring and accountability policies, including the adequate yearly progress and highly qualified teacher provisions of the "No Child Left Behind" act. The focus of the case study is the nexus among findings from the teacher-quality research, realities of teacher labor markets, and accountability policies. Opportunities for discussion of leadership decisions at the school and district levels are provided. The details described in this case study are developed for use in personnel/instructional supervision courses. (Contains 1 table.)

Background: In Ohio, levy campaigns are a burdensome task for district administrators and stakeholders alike. To date, there is little research on the districts’ role in crafting school budget referenda campaigns. Purpose: This study asked three research questions: How did the macropolitical contexts shape stakeholders’ decision making in terms of campaign strategizing and participation? How did the micropolitical contexts shape stakeholder decision making in terms of campaign strategizing and participation? How did successful districts differ in political strategies from districts that were not successful? Research Design: Qualitative case studies. Data Collection: Twenty-three informants from five Ohio school districts with levies on the November 2008 ballot. Using a snowball sampling technique, initial informants (i.e., superintendent, treasurer) were asked to identify additional stakeholders who participated in the campaigns. Data Analysis: Coding was initially guided by multiple theoretical frameworks, including macro/micropolitics, Johnson’s 21 campaign strategies and Anderson’s framework of “authentic” participation. After coding, an iterative team memo-writing process was used. Findings: This study offers important insight into the complexities of the environments and strategies used in levy campaigns. Four macropolitical themes were identified—state campaign policies, state education finance policy, the high-profile nature of the Presidential election, and the state of the economy. Despite a small sample, districts varied greatly in strategies used and community involvement. Districts that heavily engaged community members and created a sense of urgency yielded greater success at the polls than “central office campaigns.” Adequate message training for campaign participants was also integral to success. [ABSTRACT FROM PUBLISHER]