교육정책결정과정에 있어서 공익집단의 활동 분석：미국 주정부의 경우

Abstract

This article analyzes the activities of the public interest groups in educational policy making process in the State Government of the United States of America. This is the analysis of Comprehensive Education Reform Act and Education Improvement Act in the State Government of Tennessee. The unit of this analysis is environment, output, conversion, input in the law making process. The result of the analysis of Comprehensive Education Reform Act is as follows. Educational environment in Tennessee was lower financial capacity. Its output was Comprehensive Reform Education Act. In the case of conversion, the General Assembly made education task force and passed the joint resolutions. This system had open and closed hearings and allowed the participation of the many groups including taxpayers union. Though the interest of the taxpayers union conflicted with that of the educational interest group, the conflict was resolved by the compromise of these groups. Its input was the activity of taxpayers union in the process of law making. This group played an important role in the process, and supported the recommendation of act and made the accommodation of educational interest groups. environment was lower financial capacity. Its output was the Education Improvement Act(public law 535). The case of conversion, the act was made by the legislation of members of parliament, the members of board of education supported the act recommendation in the open forums. The case of input, the taxpayers union played adequate role in the process of the law making. The union's activity is focused on the interest of the residents in the State government of Tennessee. It is necessary for the public interest groups to play a positive role in the process of educational policy making. The activity of public interest groups in the U.S.A. suggests to the direction of the activity of public interest groups in Korea.