美国联邦政府基础教育阶段补偿教育政策研究——基于绩效问责视角  

A Study on Compensatory Education Policies at Basic Education Stage in the Federal Government of the United States

作　　者：勾月[1] GOU Yue(Shenyang Normal University,Shenyang Liaoning 110034)

机构地区：[1]沈阳师范大学,辽宁沈阳110034

出　　处：《现代教育管理》2020年第11期117-122,共6页Modern Education Management

基　　金：全国教育科学“十二五”规划2015年度教育部青年课题“教育公平视角下的中美义务教育支出绩效考评机制的比较研究”(EDA150351)。

摘　　要：美国补偿教育政策从最初注重经费,到后来确立了完整的绩效问责体系,并在此基础上进一步得以完善和延续。从绩效问责的视角,美国补偿教育政策逐步形成了以下特点:给予州和地方更多自主权和绩效责任,坚持立足于较高的绩效标准,建立持续发展的客观评价机制。同时在补偿教育政策实施过程中也引发了对联邦政府绩效问责的权利、绩效标准与评价、统一绩效问责模式等方面的问题与争议。In the United States,the compensatory education policies focused on financial input;then it established a complete performance accountability system and continued to develop.From the perspective of performance accountability,American compensatory education policy has formed its own characteristics.It was inclined to give state and local governments more autonomy and performance re‐sponsibility in terms of accountability subjects.It insisted on high performance standards and devel‐oped objective evaluation mechanism.Meanwhile,the implementation of compensatory education poli‐cy has caused some disputes on the rights of the federal government,performance standards and eval‐uation,unified performance accountability model and so on.

关 键 词：美国联邦政府 基础教育 补偿教育政策 弱势群体学生 绩效问责 

分 类 号：G40-011.8[文化科学—教育学原理]