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CHOICE Review

In this careful, scholarly study of the philosophical and psychological underpinnings of educational policy, Kahne traces the connections to educational policy of utilitarianism, rights theory, communitarian thought, and humanistic psychology. He examines the critique and proposals for change implicit in these competing theoretical orientations when applied to two controversial educational policy areas--tracking and school choice. Attention is also given to their manifestation in the Eight Year Study and to how policy analysts might promote alternatives to the dominant utilitarian and rights theory frameworks. Those wishing to bring change must ask fundamental questions regarding the purposes of schools and their connections to the broader society, develop assessment strategies that reflect the goals and logic of the alternative social doctrines, and develop an alternative form of policy analysis that legitimates less scientifically based discussions of policy analysis. The distinctive merits of this clearly written book lie in demonstrating how policy orientations are manifest in policy and practice and in considering measures to be taken to promote alternatives to the dominant orientations. Most suitable for graduates, faculty, and policy makers. D. G. Mulcahy Central Connecticut State University