A political explanation of policy selection: The case of urban school reform

Amid the torrent of reform activity in urban school systems, some proposals fare better than others. The traditional technocratic presumption is that reforms are chosen for their educational merit. I suggest that, to the cont rary, institutional incentives encourage urban policymakers to emphasize sy mbolic appeal. Data from a 1995 study of 57 urban districts are used to com pare the fate of two school reforms. The more symbolically attractive refor m was supported, proposed, and enacted much more widely, although neither r esearch nor observer responses suggested its superiority.