This study examines the effort to achieve equal federal education funding for California's children living in poverty. In 1998 California's children living in poverty received an average Title I per pupil expenditure of $603. The national average was $717. Some states received as much as $1,200 per child. Put another way, California had 14.8 percent of America's poor children and received only 11.3 percent of Title I funding. This study addresses a fundamental question. What are the causes of this inequity? It is reasoned that the examination of inequity will provide strategic direction in the achievement of a more equitable policy benefit for all children. This case study of the 2001–2002 effort to reauthorize Title I of the Elementary and Secondary Education Act, employs a qualitative and comparative theoretical approach. It begins with a historical examination of the origins, development and processes of the United States Congress. The examination continues with a thorough review of the legislative history of the Elementary and Secondary Education Act. These examinations reveal the utility of three theoretical perspectives: elitism, class conflict and pluralist bargaining theories. These theoretical approaches are used in a case study that utilizes a thorough review of the relevant documents, observation of the process and interviews of primary participants to reveal key components in achieving a more equitable educational benefit for California's students living in poverty.

Nancy Pelosi (CA-12) was elected to the House of Representatives in 1987 and was the first female Speaker of the House, originally elected to the position in 2007. Despite the length and significance of her career in the House, there is very little academic literature devoted to the effectiveness of her leadership. In an attempt to fill this research gap, this thesis will raise the following questions; Is Nancy Pelosi an effective Speaker of the House, and has her effectiveness changed significantly over her term as Speaker? For purposes of this research, leadership effectiveness is defined as the Speaker's ability to advance her caucus' legislation and retain her party's majority and power. Leadership style is defined as the actions taken and choices made by the Speaker in order to achieve these goals. To do this, I will utilize the framework developed by Ronald M. Peters and Cindy Simon Rosenthal consisting of 5 normative criteria in which to judge contemporary congressional leadership. In this thesis, I consider leadership episodes that occurred after their work in order to continue the study of Pelosi's leadership and evaluate any changes. I conclude that while she has some effectiveness shortcomings, Pelosi is an effective leader and her leadership style and process has remained relatively constant with few minor changes to account for the quickly evolving political environment her leadership exists within.

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