Policy Analysis Question
A policy analysis question is a crucial tool decision-makers use to find and evaluate several policy solutions that can handle a specific issue or address a problem. It entails a thorough and methodical review of alternative policy options, considering their advantages, disadvantages, viability, and potential effects on stakeholders. The components in conducting a policy analysis typically include problem identification, policy option identification, criterion development, options assessment, recommendation generation, and execution. Policy analysts employ various analytical methods and tools to collect and examine data, evaluate potential courses of action, and provide policymakers with well-informed recommendations. The standard criteria are effectiveness, political, administrative, financial, legal, and equity viability. The analysis’s driving factor, the policy analysis question, should explain the issue at hand and emphasize locating a potential fix by proposing a policy choice. The question must attract people’s attention while offering the analysis a clear vision.
Historical Background
The historical context for this policy analysis relates to the issue of falling mathematics test scores. The American Assessment of Education Statistics and other data sources show that mathematics test scores for pupils in the United States have been declining recently. According to statistics, overall scores in the United States were worse in 2019 compared to their performance in 2017 (Tekkumru-Kisa, Stein, & Doyle, 2020). This illustrates the development of a tendency that has been noted for some time. Several initiatives have been put in place to address the issue of dropping math test scores. The State Standards of the Common Core for Mathematics are one such regulation enacted by most US states in 2010 (Groth, 2019). Although there is considerable debate regarding the Common Core State Standard’s influence on math test results, other research implies that they might have had a favorable effect on academic performance. The historical context for this policy analysis shows that decreasing mathematics test scores is a significant issue, and many policies have been implemented to address it (Groth, 2019). While creating new policies to solve this issue, consider how well these policies work.
Literature Review
The goal of the literature review for this policy analysis on mathematics is to determine the issue’s root causes and successful strategies from other countries that might be considered policy alternatives. According to research, several reasons lead to math academic failure (Casad et al., 2020). They consist of but are not restricted to inadequate training for teachers, a lack of commitment, poverty, little funding, and little parental participation (Guerrero, 2021). In addition, studies show that math phobia and unfavorable attitudes toward arithmetic can affect performance.
Several policies have been put into place to alleviate mathematics underperformance in different countries. For instance, the emphasis on mathematical concepts, problem-solving, and real-world applications in Singapore’s education system makes it a frequent reference as a model for mathematics training (Morin, 2021). Moreover, giving students a chance to engage in hands-on learning experiences enhances student’s comprehension and competence in the subject.
Stakeholder Assessment
The stakeholder assessment, known as an external analysis, is a study of the people and organizations that have the most influence over adopting and applying a policy choice (Schwester, 2015). The analysis informs the client of how the present ideological atmosphere and influential figures inside and outside of politics may affect which proposal is most likely to be implemented. The following represents four key stakeholders identified for a problem: firstly, the local government authority can develop plans to solve the problem. Secondly, the people or group most directly impacted by the issue. For example, the students who are underperforming in mathematics exams. Thirdly, the groups actively tackle the issue, such as nonprofits offering assistance, researching, or pushing for legislative reform. Fourthly, the institutions that play a part in resolving the issue worldwide, like Transparency International and the United Nations.
While deciding how to approach the issue, the below-listed decision questions and factors are significant. Firstly, the cause: what does the interested party think is the underlying source of the issue? Secondly, the crisis: what is the stakeholder’s perception of the issue? Is it considered to be a crisis? Thirdly, proximity: how close is the stakeholder to the problem in terms of proximity? Does it impact them either directly or indirectly? Fourthly, ends: what is the targeted outcome for the stakeholder? Fifthly, level: what amount of authority does the stakeholder represent within their business or government? Sixth, sector: which sector does the stakeholder belong to, public, private, nonprofit, or another? Seventh, urgency: how urgently does the stakeholder feel that the issue needs to be addressed?
To comprehend each stakeholder’s viewpoint on the issue and prospective solutions, these decision characteristics can be applied to each. For instance, the local government may see the issue as a crisis, have the power to change policies to address it, and believe their support is necessary for effective policy approval and execution. Nevertheless, NGOs could view the root of the issue, the ultimate result, and the necessity of taking action from a different angle. It can be helpful to assess each stakeholder against these decision-making criteria to find areas of agreement, future conflicts, and collaborative opportunities.
Policy Option and Assessment
Description of Policy Options
Political Feasibility: this is the level of support a policy choice enjoys among stakeholders. Findings from the stakeholder evaluation are closely linked to the degree of political viability. Administrative Feasibility: This is the complexity level of a policy choice regarding implementation. These can include any requirements for architecture, staff, resources, and supplies. Financial Feasibility: This concerns the price of implementing and maintaining a policy option.
Policy Assessment Criteria
Effectiveness: This criterion assesses how likely it is for a policy choice to produce the intended results and solve the identified issue. Political Feasibility: This factor determines how likely a policy choice will be approved and implemented by the necessary parties, such as the public, interest groups, and elected officials. Administrative Feasibility: This criterion assesses how feasible it is to carry out a policy option within the current administrative framework, considering the resources and the bureaucracy’s competence to carry it out (Schwester, 2015). Financial viability: This criterion evaluates a policy option’s affordability and sustainability, considering funding accessibility and long-term financial ramifications. Legal Feasibility: This factor assesses how well a policy choice complies with the present laws and regulations, including the stipulations of the Constitution.
Options Assessment
Recommendations
To address the issue of mathematics underachievement among eighth and seventh-grade students, I recommend implementing a remedial-based learning center depending on a thorough analysis employing a policy assessment strategy. The remedial-based program will likely be operative based on prior studies and data from the best application implemented in comparable regions. The administrative and financial viability of this policy choice is relatively high. This policy’s low level of equity feasibility is a drawback.
References
Casad, B. J., Franks, J. E., Garasky, C. E., Kittleman, M. M., Roesler, A. C., Hall, D. Y., & Petzel, Z. W. (2020). Gender inequality in academia: Problems and solutions for women faculty in STEM. Journal of Neuroscience Research, 99(1), 13–23. Web.
Groth, R. E. (2019). Applying design-based research findings to improve the common core state standards for data and statistics in grades 4–6. Journal of Statistics Education, 27(1), 29–36. Web.
Guerrero, L. S. (2021). The truly advantaged: Racial inequalities of educational opportunities among the privileged in the United States. British Journal of Sociology of Education, 42(5-6), 845–863. Web.
Morin, A. (2021). Is Singapore math right for your student? Web.
Schwester, R. W. (2015). Teaching research methods in public administration, (1st ed.). Hershey, New York. Igi Global, Cop.
Tekkumru-Kisa, M., Stein, M. K., & Doyle, W. (2020). Theory and research on tasks revisited: Task as a context for students’ thinking in the era of ambitious reforms in mathematics and science. Educational Researcher, 49(8), 606–617. Web.