Confounded Policies: Implementing Site-Based Management and Special Education Policy Reforms

Abstract

Confounded policy and adhocracy provided useful frameworks for analyzing this study of one district implementing federal Individuals with Disabilities Act (IDEA) while simultaneously giving sites flexibility. Professionals creatively met student needs appropriate for their sites, found resources, and negotiated new role and task assignments. But site decision making provided an unsatisfactory structure for managing IDEA, creating ambiguities. The need for district office leadership, centralized personnel and policy management, and equitable practice monitoring was highlighted in day-to-day confusion over decision-making responsibility. What state tests should special education students take? Who deals with African American boys being shuffled into special education? Which federal policy assumes priority when several policies conflict? Similar questions were in the everyday context and may reflect confounded policy situations beyond this district and particular policies explored in this case. Finally, this analysis draws implications for theoretical exploration of adhocracy, for policy implementation, and for cautions about site-based management.