Diminished Administrative Power Post- Loper
Implications for Education Research and Policy
Bibliographic Data
| ID | 9734340 |
|---|---|
| Authors | Raquel Muñiz (0000-0002-9052-3969, Boston College, Chestnut Hill, MA, corresponding author), Rebecca S Natow (0000-0003-2948-1904, Hofstra University, Hempstead, NY) |
| Year | 2025 |
| Volume | 54 |
| Issue | 5 |
| Pages | 293-297 |
| Publication date | 2025-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x251329362 |
| OpenAlex | W4409334470 |
| Language | EN |
| References cited | 13 |
In 2024, the U.S. Supreme Court issued one of its most significant decisions that promises to reshape governance in education: Loper . The case overruled Chevron , a landmark case that required courts to defer to administrative agency interpretations of the law when (a) such laws were ambiguous and (b) the interpretations were reasonable. We argue that Loper reshapes the relationship between administrative agencies and education in ways that undermine educational equity by limiting the role of experts in policymaking and stalling the process of policy reform. We explore this dynamic in the context of Title IX, a law that spans K–12 and higher education institutions. We conclude with the implications of a post- Loper era for education research and policy
Educational research · Pedagogy · Political science · Power (physics · Sociology · Criminal Justice and Corrections Analysis · Education Discipline and Inequality · Homelessness and Social Issues · Psychology · Public Administration
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| Highly cited | No |
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