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View of the Case: Policymaking Process in the Juvenile Justice Educational Enhancement Program

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View of the Case: Policymaking Process in the Juvenile Justice Educational Enhancement Program Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2017 Policymaking in Florida's Juvenile Justice Education: An Analysis of Three Policy Frameworks Catherine A. Oakley Follow this and additional works at the DigiNole: FSU's Digital Repository. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION POLICYMAKING IN FLORIDA’S JUVENILE JUSTICE EDUCATION: AN ANALYSIS OF THREE POLICY FRAMEWORKS By CATHERINE A. OAKLEY A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2017 Catherine A. Oakley defended this dissertation on December 6, 2017. The members of the supervisory committee were: Linda B. Schrader Professor Co-Directing Dissertation Patrice Iatarola Professor Co-Directing Dissertation Thomas G. Blomberg University Representative William Bales Committee Member Robert Schwartz Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the dissertation has been approved in accordance with university requirements. ii ACKNOWLEDGMENTS I would like to thank my major professor Dr. Linda Schrader, for her tireless efforts and continuous supportive, positive, and encouraging spirit in guiding me in this process. I would also like to thank my committee members Dr. Iatarola, Dr. Schwartz, and Dr. Bales for their helpful insights. I would like to especially thank Dr. Thomas Blomberg, who inspired me to reach beyond my own limitations, dream bigger than I believed possible, and for giving me the opportunity to put that into practice. I would like to thank my dear friend Anne, who introduced me to higher education, and has supported and mentored me every step along the way. I would like to thank my parents, who taught me to have a life-long love for learning, especially my mother, who taught me to always answer a question with another question. Finally, I thank my family Larry, Stephen, and Kelley for their patience, love, and endurance. iii TABLE OF CONTENTS List of Tables ...................................................................................................................................v List of Figures ................................................................................................................................ vi Abstract ......................................................................................................................................... vii CHAPTER ONE: INTRODUCTION ..............................................................................................1 CHAPTER TWO: PRIOR RESEARCH .......................................................................................17 CHAPTER THREE: METHODS ..................................................................................................46 CHAPTER FOUR: OVERVIEW OF THE CASE: POLICYMAKING PROCESS IN THE JUVENILE JUSTICE EDUCATIONAL ENHANCEMENT PROGRAM. .................................55 CHAPTER FIVE: RESULTS. .....................................................................................................100 CHAPTER SIX: DISCUSSION AND RECOMMENDATIONS FOR FUTURE RESEARCH .................................................................................................................................125 EPILOGUE: ACCOUNTABILITY IN JUVENILE JUSTICE EDUCATION IN FLORIDA AFTER JJEEP’S DEMISE ..........................................................................................................134 APPENDICES .............................................................................................................................135 A. INTERVIEW QUESTIONS ...................................................................................................135 B. FRAMEWORKS, RESEARCH QUESTIONS, POLICY CYCLE ALIGNED WITH INTERVIEW QUESTIONS ...................................................................................................137 C. STANDARDS DEVELOPED BY JJEEP (1999) ...................................................................139 D. CODES AND DEFINITIONS ................................................................................................142 E. IRB APPROVED INFORMED CONSENT ...........................................................................144 F. IRB APPROVAL LETTER JUNE 2016………… .................................................................146 G. IRB APPROVAL LETTER JUNE 2017 ................................................................................148 References ....................................................................................................................................150 Biographical Sketch .....................................................................................................................158 iv LIST OF TABLES 2.1 Trajectory of the Juvenile Justice Educational Enhancement Program ...................................18 2.2 Blended Framework .................................................................................................................41 3.1 Research Questions and Associated Data Sources .................................................................. 47 3.2 Archival Data Sources .............................................................................................................48 3.3 Interview Participants ..............................................................................................................51 4.1 Juvenile Justice Educational Enhancement Program Policy Sequence ...................................56 4.2 Archival Data Sources Related to the Juvenile Justice Educational Enhancement Program Policy Cycle ...................................................................................................................................57 4.3 Legal and Legislative Antecedent Events ................................................................................60 4.4 Events in Florida Leading Up To The Establishment of the Juvenile Justice Educational Enhancement Program ...........................................................................................................64 4.5 Policy Events and Factors During the Implementation of the Juvenile Justice Educational Enhancement Program ...........................................................................................................87 4.6 Unemployment Percentage Rates in Florida From 1998-2010 January to June……………..94 5.1 Multiple Streams Framework ................................................................................................106 5.2 Advocacy Coalition Framework ............................................................................................110 5.3 Blended Framework Applied to the Juvenile Justice Educational Enhancement Program Policy Cycle .........................................................................................................................113 v LIST OF FIGURES 1.1 Policy Frameworks ....................................................................................................................5 2.1 Multiple Streams Framework. .................................................................................................20 2.2 Advocacy Coalition Framework ..............................................................................................29 4.1 Unemployed Florida Residents in 2007-2010 .........................................................................94 5.1 Continuous Policy Change Loop .......................................................................................... 120 vi ABSTRACT The purpose of this dissertation is to provide a better understanding of the policy making process by developing a policy model and a Blended Framework to apply to the Juvenile Justice Educational Enhancement Program policy cycle. The policy model developed and applied to the Juvenile Justice Educational Enhancement Program policy cycle in Florida, which began in 1983 and lasted until 2010, includes the stages of antecedent focusing events prior to policy creation, salient focusing events prior to policy creation, policymaking, policy solution, antecedent focusing events prior to policy elimination, salient focusing events prior to policy elimination, and policy demise. Three substantive policy frameworks applied to the policy cycle include the Multiple Streams Framework, Advocacy Coalition Framework, and the Blended Framework that incorporated elements of both the MSF and the ACF. Analyses of the frameworks and policy model are provided. Archival data and interview data that were collected and analyzed provide evidence that the model provides a comprehensive way to understand policymaking in this juvenile justice education policy cycle, and that while individual frameworks can help explain some elements of the policy process, the Blended Framework is successful in revealing unexpected findings. The salient unexpected finding is that policymaking may be better described as a continuous loop of policy change. vii CHAPTER ONE INTRODUCTION 1.1 Policymaking The later part of the twentieth century was an era of educational reform in the U.S. that was centered upon improving the quality and accountability of education. For example, national reforms such as No Child Left Behind legislation and Individuals with Disabilities Act (IDEA), were implemented and these reforms ultimately filtered down to the state and
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