Education reform associated with the No Child Left Behind Act of 2001 opened accessibility of Federal funding to private schools, although the U.S. Department of Education (2007a) reported that potential recipients may be rejecting the idea of pursuing the funds in significant numbers. A sample of three interviewees, triangulated according to religious affiliation, served in the conducted qualitative collective case study. Theoretical framework was Gould and Eldridge's (1977) theory of punctuated equilibria philosophy of change, so explored were external environmental factors related to the private school Federal funding participation decision. Significant in the findings was the broad category privatization-dynamic and an emergent new knowledge category, trust as a major theme, and the sub-themes grapevine, creativity or inspiration, restrictions on curriculum, lack of awareness of opportunities available, and fear of failure. The findings are significant in adding to the body of knowledge more understanding about how choice pragmatically operates (Saiger, 2006) from the private sector perspective, which is essential to explaining, predicting, and improving organizational performance to decrease barriers and increase participation. Recommendations include five specific recommendations concerning improving programs, policies, and practices based on the findings.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 74/01(E), Dissertation Abstracts International|
|Subjects:||Education finance, Education Policy, Religious education|
|Keywords:||Education choice, Education competition, Federal funding, Michigan, No Child Left Behind, Private schools, Religious schools, Title V|
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