Date of Award

August 2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education, Health & Behavior Studies

First Advisor

Christopher Clark

Abstract

This dissertation examines education reforms in North Dakota’s early Nonpartisan League period (circa 1916-1920) by focusing on three policy vignettes located in the local, state, and higher education domains. Together, this dissertation investigates the tensions and nuances of modernizing education in the state including the conditions which created a moment for rapid policy implementation, and the factors which led to that moment ending. The local vignette focuses on housing policy for educators, and the state’s consolidation of education governance into a Board of Administration is explored in the state and higher education chapters. Additionally, the role educators in the state are examined, and this project considers how the policies reflected the perceptions of teachers, administrators, faculty, and university presidents. Each vignette was examined using historical research methods of archival document analysis, including newspaper articles, correspondences, and policy reports. Analysis draws on theories within policy studies including John Kingdon’s multiple streams framework as well as Anne Schneider and Helen Ingram’s “Social Construction of Target Populations.” Findings show that rapid policy implementation was achieved because of the recognition of education problems at each level, the presence of readily available policy ideas, a political mood for change reflected by the electoral victories of North Dakota’s Nonpartisan League (NPL), an agrarian populist/socialist movement committed to an expanded role of the state government in social policy. However, policy windows closed as problems were redefined and politics shifted within the state as the NPL lost F\favorability. Additionally, educators were not empowered by new policies and administrators were favored based on their political allegiance. This dissertation carries implications for present-day state-level education governance and policy formulation in predominantly rural areas. A place-conscious focus in education policy which empowers stakeholders is necessary to avoid collective resentment.

Download

Share

COinS