chapter  7
Pages 25

Education policy is always proposed on the basis of the outcomes it will produce, even though it may be suspected that in some cases the commitment to outcomes is more a matter of political posture than of substantive belief. When policies are introduced there is often, as has been described, a great deal of debate about the outcomes they might generate, whether positive or negative. Proponents stress benefits and minimize problems; opponents tend to do the opposite. Ongoing and careful attention to real outcomes of policies is much less common.