Diminished Administrative Power Post-'Loper': Implications for Education Research and Policy
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| Title: | Diminished Administrative Power Post-'Loper': Implications for Education Research and Policy |
|---|---|
| Language: | English |
| Authors: | Raquel Muñiz (ORCID |
| Source: | Educational Researcher. 2025 54(5):293-297. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Court Litigation, Governance, Public Agencies, Educational Legislation, Federal Legislation, Gender Discrimination, Sex Fairness, Equal Education, Educational Policy, Elementary Secondary Education, Higher Education, Federal Regulation, Agency Role |
| Laws, Policies and Program Identifiers: | Title IX Education Amendments 1972 |
| DOI: | 10.3102/0013189X251329362 |
| ISSN: | 0013-189X 1935-102X |
| Abstract: | In 2024, the U.S. Supreme Court issued one of its most significant decisions that promises to reshape governance in education: "Loper." The case overruled "Chevron," a landmark case that required courts to defer to administrative agency interpretations of the law when (a) such laws were ambiguous and (b) the interpretations were reasonable. We argue that "Loper" reshapes the relationship between administrative agencies and education in ways that undermine educational equity by limiting the role of experts in policymaking and stalling the process of policy reform. We explore this dynamic in the context of Title IX, a law that spans K-12 and higher education institutions. We conclude with the implications of a post-"Loper" era for education research and policy. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475368 |
| Database: | ERIC |
| Abstract: | In 2024, the U.S. Supreme Court issued one of its most significant decisions that promises to reshape governance in education: "Loper." The case overruled "Chevron," a landmark case that required courts to defer to administrative agency interpretations of the law when (a) such laws were ambiguous and (b) the interpretations were reasonable. We argue that "Loper" reshapes the relationship between administrative agencies and education in ways that undermine educational equity by limiting the role of experts in policymaking and stalling the process of policy reform. We explore this dynamic in the context of Title IX, a law that spans K-12 and higher education institutions. We conclude with the implications of a post-"Loper" era for education research and policy. |
|---|---|
| ISSN: | 0013-189X 1935-102X |
| DOI: | 10.3102/0013189X251329362 |
