The Race to the Top (RT3) Program was an effort by the federal government to incentivize policy changes at the state level in exchange for the possibility of increased funds. This study places RT3 in the context of educational federalism, and evaluates why state policymakers decided to apply, or not, in round two of the competition. Framing the study in the theory of borrowing strength, the study explores the issues of capacity and policy momentum in four states that varied in the RT3 decisions they made. The study concludes that state policymakers viewed RT3 as a way to increase capacity, and policy momentum, but that they questioned the long term costs for adopting many of the policy changes. The study also explores how RT3 may influence educational federalism in the future.
Read
