Incentives, capacity, and implementation: Evidence from Massachusetts education reform

Abstract

Since the 1980s, most of the states and the U.S. federal government have enacted policies based upon the theory of standards-based education reform. These policies attempt to use incentives to overcome the difficulty of implementing policy in a loosely coupled system. This article presents a case study of the implementation of standards-based reform in Massachusetts. The case study shows how poorly thought-out incentive structures, lack of capacity, and lack of trust impeded implementation of the reforms. The Massachusetts experience has implications for the education reform movement nationwide, because Massachusetts has been a leader in the movement. Analysis of the Massachusetts case also contributes to the literature on how context affects policy implementation. © 2004 Journal of Public Administration Research and Theory, Inc.; all rights reserved.