Toward a Conceptual Framework for Understanding the Intergovernmental Implementation of Federal Aid Programs in Education. NTS Paper Series.

The purpose of this paper is to develop a generic conceptual framework for understanding the intergovernmental implementation of state administered federal categorical aid programs in education. In addition to building on the base laid by previous research, the development of this framework also relies on empirical research conducted on the administration of Elementary and Secondary Education Act Title I programs in 32 school districts in eight states. The intergovernmental implementation framework has three components. The first is the conceptualization of a dynamic intergovernmental implementation system, shaped by the interactions of outside agency requirements and administrative actions in the local context. The second specifies the three critical variables in the intergovernmental implementation process: knowledge, commitment, and capacity. The final component defines and operationalizes the concept of "state role orientation" as a powerful analytic tool for understanding federal/state/local relationships in implementing state administered federal categorical programs. After the components of the framework are fully described, its utility and implications for federal policy-makers, as well as those studying the policy implementation process, are discussed. (Author/IRT)