Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award

1977

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Graduate Studies

First Advisor

William P. Bacon

First Committee Member

Donald Duns

Second Committee Member

Fred Muskal

Third Committee Member

J. Marc Jantzen

Fourth Committee Member

R. Eugene R[?]

Abstract

The performance of the California Teachers Agsociation (CTA) as a legislative lobby during the 1958 -1974 period was examined in relation to seven operant questions and Laurence Iannaccone's typology of legislature-education lobby linkage structures.

It was found that in 1972-74 CTA had a reduced level of legislative influence and a 44 percent success ratio on CIA-sponsored measures compared to 68 percent in 1955-57 and greater legislative acceptance. California' s legislative and political systems moved from a phase II (united) to a III (disunited) legislature education lobby linkage structure in 1961-65. The 1961-70 years were a period of decline for the association as a legislative interest group. However, by 1972-74, the organization had reestablished a good deal of its lost effectiveness. In 1972-74 Association for Better Citizenship (ABC) money for state legislative campaign contributions plus increased lobbying effort replaced resources lost earlier a monopoly of educational data needed for legislative decision-making and the unity of the CTA-led education lobby.

In 1972-74 CTA's weaknesses a& a legislative lobby included (1) inadequate involvement in local legislative district elections along with a failure to groom candidates for legislative office and (2) a lack of effective coalition-building in support of legislation.

The association's strengths were (1) maintenance of effective communication and credibility before the legislature (2) a successful adjustment to the legislative and political systems of a phase IIl (disunited) legislature education lobby linkage structure and (3) performance as an initiator essentially, rather than a blocker, of legislation.

Pages

339

Included in

Education Commons

Share

COinS