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From Boardrooms to Classrooms: How Interorganizational Networks Influence Education Policy Adoption

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Title: From Boardrooms to Classrooms: How Interorganizational Networks Influence Education Policy Adoption
Language: English
Authors: Jose Eos Trinidad (ORCID 0000-0001-9986-8683)
Source: Educational Evaluation and Policy Analysis. 2025 47(3):847-872.
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: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Educational Policy, Networks, Institutional Cooperation, Dropout Prevention, Urban Schools, School Districts, Centralization, Organizations (Groups), High Schools
Geographic Terms: Illinois (Chicago), Pennsylvania (Philadelphia), New York (New York)
DOI: 10.3102/01623737241254791
ISSN: 0162-3737
1935-1062
Abstract: This paper examines how relationships among government and "outside" organizations influenced policy implementation of new dropout prediction data systems. Using comparative historical and network analyses of three cities, I suggest the concept of interorganizational coupling--highlighting how the dependence and (in)formal collaborations among local school improvement organizations affected implementation speed, variation, and constraint. In Chicago, the loosely coupled system influenced slow and varied implementation, sustained by interpersonal relations and challenged by unclear division of labor. In Philadelphia, the tightly coupled system shaped swift and uniform changes, constrained by questions of sustainability. In New York, the tightening system led to fast yet variable transformations, limited by competition among organizations. Broadly, the article contributes to studies of education policies, interorganizational networks, and school improvement.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479789
Database: ERIC
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  Data: From Boardrooms to Classrooms: How Interorganizational Networks Influence Education Policy Adoption
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  Data: <searchLink fieldCode="AR" term="%22Jose+Eos+Trinidad%22">Jose Eos Trinidad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9986-8683">0000-0001-9986-8683</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Evaluation+and+Policy+Analysis%22"><i>Educational Evaluation and Policy Analysis</i></searchLink>. 2025 47(3):847-872.
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  Data: 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
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  Data: 26
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Networks%22">Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Cooperation%22">Institutional Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Dropout+Prevention%22">Dropout Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Centralization%22">Centralization</searchLink><br /><searchLink fieldCode="DE" term="%22Organizations+%28Groups%29%22">Organizations (Groups)</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Illinois+%28Chicago%29%22">Illinois (Chicago)</searchLink><br /><searchLink fieldCode="DE" term="%22Pennsylvania+%28Philadelphia%29%22">Pennsylvania (Philadelphia)</searchLink><br /><searchLink fieldCode="DE" term="%22New+York+%28New+York%29%22">New York (New York)</searchLink>
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  Data: 10.3102/01623737241254791
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  Data: 0162-3737<br />1935-1062
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  Label: Abstract
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  Data: This paper examines how relationships among government and "outside" organizations influenced policy implementation of new dropout prediction data systems. Using comparative historical and network analyses of three cities, I suggest the concept of interorganizational coupling--highlighting how the dependence and (in)formal collaborations among local school improvement organizations affected implementation speed, variation, and constraint. In Chicago, the loosely coupled system influenced slow and varied implementation, sustained by interpersonal relations and challenged by unclear division of labor. In Philadelphia, the tightly coupled system shaped swift and uniform changes, constrained by questions of sustainability. In New York, the tightening system led to fast yet variable transformations, limited by competition among organizations. Broadly, the article contributes to studies of education policies, interorganizational networks, and school improvement.
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        Value: 10.3102/01623737241254791
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      – Text: English
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        PageCount: 26
        StartPage: 847
    Subjects:
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Networks
        Type: general
      – SubjectFull: Institutional Cooperation
        Type: general
      – SubjectFull: Dropout Prevention
        Type: general
      – SubjectFull: Urban Schools
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      – SubjectFull: School Districts
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      – SubjectFull: Centralization
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      – SubjectFull: Organizations (Groups)
        Type: general
      – SubjectFull: High Schools
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      – SubjectFull: Illinois (Chicago)
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      – SubjectFull: Pennsylvania (Philadelphia)
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      – SubjectFull: New York (New York)
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      – TitleFull: From Boardrooms to Classrooms: How Interorganizational Networks Influence Education Policy Adoption
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