An Increased Role for the Department of Education in Addressing Federalism Concerns
Benton C. Martin
Emory University School of Law
Brigham Young University Education and Law Journal, Vol. 2012, No. 79, 2012
The No Child Left Behind Act of 2001 (NCLB) is overdue for reauthorization, and prior attempts at reauthorization have failed because of political controversy surrounding the Act, particularly the extent of the federal role in education. But whether this role is detrimental is debatable. Federalism, the interaction of state governments with the federal government, often involves trade-offs between state and federal power, where courts try to draw limits on federal power. The Act does not fit squarely into lines traditionally drawn. Yet the field is ripe with new theories of federalism. How a refined view of federalism should influence legislators looking to reauthorize the Act has not been adequately addressed in the literature.
After examining the history of federalism concerns related to education, this article argues that the traditional institutions for addressing these concerns -- legislative and judicial -- are inadequate. This article suggests that Congress should give greater responsibility to the Department of Education to better balance state and federal concerns regarding education reform.
Number of Pages in PDF File: 33
Keywords: No Child Left Behind, Department of Education, Education, Education Reform, Administrative Law, Federal Law, State Rights, Federalism, LegislationAccepted Paper Series
Date posted: April 25, 2012 ; Last revised: April 11, 2013
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