Bridging Theory and Practice

Abstract

New Public Management (NPM) and New Public Service (NPS) are major reform approaches promoted and debated in the public affairs literature as competing alternatives to the traditional bureaucratic paradigm. Research has focused more on theoretical and prescriptive questions than on empirical analysis of these approaches in practice. The present study examines their application in the context of local school districts. Findings suggest that elements of both approaches are common in local school districts, with the efficiency goal of NPM dominating budgetary practices. Districts tend not to adopt these reforms comprehensively, however, and some elements are far more widespread than others. Findings identify political and management variables associated with NPM and NPS approaches, as well as economic variables associated with an NPS approach. Specifically, a recent failure to meet adequate yearly progress, based on federal No Child Left Behind legislation, is a significant positive predictor for both NPM and NPS, while a business official's educational background in government has a negative association with both approaches. Findings also suggest that district poverty is negatively related to NPS and that the influence of district budget officials over the budgetary process is positively related to an NPM approach.

Keywords:

• budgeting
• education reform
• New Public Management
• New Public Service