Through a multiple perspectives model that incorporates the normative, symbolic, and political perspectives, the author analyzes the emergence of standards-based accountability reform in the state of Wisconsin. His analysis offers insight into the effectiveness of various political actors' attempts to alter the state's education systems. Through this case study, the author contends that these policy makers' attempts to reform Wisconsin's systems of education are kept in check by the principles of cheap and local reform. Thus, to achieve change, these principles of cheap and local reform create a policy environment in which stakeholders must offer a continuous series of reform initiatives in hope that some of their policies might slip through an open policy window.
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