Abstract
To understand educational policymaking in Washington-or in the states, for that matter-we need to start with a frank recognition of some of the salient features of the contemporary American educational arena.' (1) Numerous Participants. The domain of education is occupied by thousands of agencies, organizations, and groups whose diverse needs and views must be taken into account. The sheer number of involved participants makes it exceedingly difficult to carry on rational dialogue, to select effective means of mobilizing public support, to anticipate demands, and to estimate, even approximately, the consequences of public policies, decisions and programs. (2) Decentralized Decisonmaking. The long-standing decentralization of authority and responsibility that characterizes the educational system in the U.S.-from many points of view, one of its most cherished features-increasingly aggravates two lines of competition and conflict: (a) among lay persons and professionals within the tradition of local control through elected boards; and (b) among
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