The focus of this research was on the subjective meaning for the school superintendent of policy experienced as controversial, and the associated implications for the policy process in school districts. The study examines controversial policy of a particular type, social regulatory (Tatalovich and Daynes, 1984). Such policy tends to have the effect of turning: " ••. political issues into moral polarities, claims into rights, legislation into litigation, grays into black and white, and campaigns into causes and crusades" (Lowi, 1988). The primary goals were to (1) identify examples of controversial policy in education, (2) assess the usefulness of the Tatalovich and Daynes framework in the educational policy arena, (3) provide definition and description of controversial policy in education, (4) begin to describe the implementation process associated with controversial policy of a social regulatory nature, and (5) develop propositions about the meaning of controversial policy for school superintendents and the associated implementation processes. Information included in the study was gathered from a pilot study which involved a review of the prescriptive and empirical literature in the field of education and political science, six interviews with district and building level administrators, open-ended surveys of twenty superintendents throughout the state, and a set of final interviews with eight superintendents from Oregon school districts of varying size and wealth. The researcher worked within the phenomenological research tradition using symbolic interactionism as the theoretical framework for data collection. Information that identifies, defines, describes, and suggests is based on experiences and beliefs from the field, from the day to day experiences of a key actor in the policy process-the district superintendent. The symbolic interactionist values the individual’s point of view and attempts to see things from that person’s perspective (Blumer, 1967). Based on the experiences and beliefs of school superintendents, the results include examples of policy perceived as controversial, detailed definition and description of controversial policy in the educational policy arena, suggested influences on the implementation process and outcomes, a summary of strategies considered effective for the implementation of controversial policy, and implications for policy, administrative practice, and research. In brief detail, Tatalovich and Daynes describe controversial policy of a social regulatory nature as characterized by ideological warfare, the involvement of single issue groups, and an activist judiciary. This study affirms these characteristics and expands description of the phenomenon in the field of education. Controversial policy is complex, unpredictable, dynamic, and challenging. Policy can be controversial in content or become controversial at anytime in the policy process, even after the policy or resulting program or curriculum has been in place for some time. Policy perceived as controversial is described as having two dimensions: factual and emotional. Constituents, assign a perceived risk to the policy, a hazard component, and respond emotionally, an outrage component. The data confirm Sandman's (1988) assertion that both the hazard and the outrage component must be addressed with the outrage taking priority. Several factors which lead to the emotional response are identified strategies perceived to be effective for addressing both dimensions are summarized and discussed. A theoretical framework and several propositions organizing knowledge about controversial policy and its implementation are proposed.

xii, 143 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Oregon's extended application requirement, adopted by the State Board of Education as a graduation requirement in 2002 coupled with more rigorous state graduation requirements adopted in 2008, have significant capacity implications for local school districts. The purpose of this study was to examine how local school districts in Oregon have implemented the extended application requirement through their existing capacity. District capacity was examined through a survey that asked about four capacity domains: human capacity, organizational capacity, structural capacity, and material capacity. In addition, the survey addressed barriers to implementation as well as capacity needs to support implementation of extended application and new state graduation requirements. A self-administered web-based survey was developed to collect data. The survey was administered to curriculum administrators in all K-12 public school districts ( N =175) in Oregon. The response rate was 50% with representation from districts ranging in size from small to large and from all regions of the state, including rural, suburban, and urban settings. The survey used a five-point scale to determine the extent of extended application implementation, district capacity, and implementation barriers. Two open-ended questions asked participants to comment on their capacity needs. Study results showed that extended application implementation progress ranged from very little progress to great progress in districts across the state. The new graduation requirements were identified as a barrier to extended application and will likely impede implementation progress further. Additionally, in multiple regression analysis, district capacity was a predictor of extended application implementation and reflected that districts lacked the capacity to support implementation. Interrelationships were found between the four district capacity domains and implementation which suggest that capacity should be viewed holistically and comprehensively. Furthermore, district capacity analysis should be more intentional in the policy process in order to inform state policy decisions. Capacity-building needs were identified including: increased state-level guidance, time for teachers and administrators to collaborate, and a need for additional professional development, financial resources, and staffing. A coherent, state-wide strategy is recommended to build district capacity to support implementation of extended application and the new graduation requirements. / Committee in charge: Joe Stevens, Chairperson, Educational Leadership; Gerald Tindal, Member, Educational Leadership; David Conley, Member, Educational Leadership; Jean Stockard, Outside Member, Planning Public Policy & Mgmt

Every college age student should have the opportunity to attend college and earn a degree, but the fiscal realities for lower income students prevent the majority from attending and the vast majority from completing college, thus perpetuating an intergenerational trend of limited postsecondary education and a likelihood of marginal income and status. Past research studies have shown that, among lower income students, those who receive higher levels of grant funding to offset college expenses are more likely to persist toward completing their educations than those who do not receive the same level of grant funding and thus are forced to rely upon other means, such as student loans or employment, to pay for college. The majority of this research was conducted prior to the recession that began in December 2007 (National Bureau of Economic Research, 2008), which has been more severe and longer lasting than any economic contraction since the Great Depression (Dwyer & Lothian, 2012); more current research is needed to determine whether the educational retention behaviors of lower income students in the current challenging economic climate are positively impacted by grant funding. In this study I used quantitative methods to analyze a specific state policy change to determine whether a significant change in the grant funding provided to lower income students resulted in increased retention rates for these students. This study examines school years from 2006-2010, thus encompassing the recent financial crisis and affording an opportunity to explore the persistence behaviors of lower income students during the greatest financial crisis of modern times. The ultimate purpose of the study is to provide conclusions from the research to postsecondary policy makers in the hopes of informing policy and supporting continuing funding of need-based financial aid for lower income students.