Understanding the political context of "new" policy issues: The use of the advocacy coalition framework in the case of expanded after-school programs

Charles Brecher, Caitlyn Brazill, Beth C. Weitzman, Diana Silver

Research output: Contribution to journalArticle

Abstract

This article uses the Advocacy Coalition Framework to identify the stakeholders and their coalitions in the arena of after-school policy, which drew much new attention beginning in the early 1990s in many American cities. Using evidence from case studies in five cities, we show how the framework can be extended beyond stakeholder analysis to include identification of core and secondary value conflicts and of opportunities for policy analysis to help strengthen coalitions and pressures for change. Coalitions in each of the cities differ over core values relating to the purposes of after-school programs (academics versus "fun"), but policy analysts can promote common goals by developing options to deal with the secondary conflicts over the relative importance of facilities versus program content, the modes of collaboration between public schools and community based organizations, and the incentives for public school teachers to engage in staffing after-school programs.

Original languageEnglish (US)
Pages (from-to)335-355
Number of pages21
JournalJournal of Public Administration Research and Theory
Volume20
Issue number2
DOIs
StatePublished - Apr 2010

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coalition
stakeholder
school policy
staffing
school
Values
incentive
Advocacy Coalition Framework
teacher
community
evidence
Public schools
Policy analysis
Community-based organizations
Relative importance
Value conflict
Core values
Stakeholder analysis
Stakeholders
Analysts

ASJC Scopus subject areas

  • Sociology and Political Science
  • Public Administration
  • Marketing

Cite this

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