Abstract
This article examines major studies of state politics in education that use the comparative, multiple-state case study methodology. These studies are reviewed, and the use of this methodology is examined. The findings of these studies are presented, and several lines of future research activity are explored. The article suggests that major methodo logical problems in this type of study hinder the usefulness for assessing changes in state politics and education.
Get full access to this article
View all access options for this article.