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Education Commission of the States (ECS)
The Education Commission of the States (ECS) has had significant impact on education reform over the past 3 decades, but it still has a relatively low profile in some circles. It is important for educational researchers, practitioners, and the broader community to be familiar with ECS, both because it has the ear of the policy world and because its resources seem to be underutilized by many who could benefit from them.
The organization has informed and influenced policy leaders at the state and national levels with its data collection, analysis, and numerous summaries of research, yet these contributions are rarely recognized in the halls of traditional academia, as evidenced by a dearth of citations in scholarly publications. ECS maintains extensive databases, generates research, serves as a synthesizer, and functions as a de facto filter for policy leaders, media, and many school leaders on a wide array of topics related to education. The need to serve a primary constituency of state policy leaders—within the broad continuum of political and ideological perspectives that comes with that audience—means a dutifully maintained bipartisan structure and writing tailored to the realm of practice.
History and Formation
ECS was established by legislation in 1966, based on ideas published by educational reformer, diplomat, and former Harvard University president James B. Conant in his book Shaping Educational Policy. ECS and other reform–minded policymakers pointed to the increasing national influence of political and social forces on educational policy as a major catalyst for The Compact for Education legislation, which called for a kind of counterbalance—a mechanism for improving and strengthening education policy and policymaking at the state level. Conant suggested that such a mechanism would permit the interests of the different states to be addressed and would enable them to cooperate and communicate with one another in productive ways.
Credit for the actual development of The Compact for Education and the blueprint for establishing ECS go to Terry Sanford, who had then recently ended his term as governor of North Carolina. Sanford worked with John W. Gardner, who at the time was serving as president of the Carnegie Corporation of New York. All states and Congress endorsed The Compact for Education, and the ECS began operation in Denver, Colorado, in 1967. The Compact created ECS to do such things as collect and analyze data, encourage and foster research, identify models for financing education, and formulate policies for the improvement of public education.
ECS's original vision statement focused on helping states to do what they could not accomplish on their own. Its mission was to help state leaders implement meaningful public policy that would adequately address the rapidly changing needs of a globalized society. Former Cincinnati schools superintendent Wendell H. Pierce was the first executive director. He started his post charged with organizing a series of studies that focused on topics such as school taxes and vocational education. One of the largest ongoing projects that ECS oversaw was the administration of the National Assessment of Educational Progress (NAEP), from 1967 to 1982, when the Reagan administration moved the NAEP program to the Educational Testing Service.
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