英国论文字数不够：马萨诸塞州

英国论文字数不够：马萨诸塞州

其次是省级政府，政府和相关企业的合作关系，指出，通过董事会的学校和市政部门的税收基础上的沉重依赖，将产生负面影响，在马萨诸塞州的地方投资。
从一些政府类和利益相关者从学校划分股权非政府部门需求的第三个因素（萨特勒1-28）。这一因素主要集中在物业税水平、资金水平和教育设施质量等方面。该改革的支持者进一步认为，这是特别重要的是，以获得提高的公平性水平之间的学校分，率纳税人和学生生活在马萨诸塞州的大型基础的财产评估。
另一个因素是下降的学校董事会权力抵制集中省级政府举措（萨特勒1-28）。这种无法抵抗的举措是因为各种因素包括合法的校董下降率的纳税人，因为他们认为选民在学校选举参与为低，较低的责任水平，在教育系统的低效率和无效的水平。
法院审理后判决，1993马萨诸塞州的教育改革法案大幅增加，学校也在学术界获得较高的标准帮助资金，责任和更多的选择学校。

在1992年，焊接签署了法律的马萨诸塞州教育改革法案。这一行为极大地增强了国家的作用，不仅在公共部门的资助教育，而且在地方教育领域的过程中，引导。国家变化的作用，包括课程设置的框架设置，并举办学生的表现负责的学校。因为这种行为建立了作为一个教育基地系统的改革，所有其他活动的状态和其他政策也需要装配成一个完整的相干协作国家教育标准（萨特勒1-28）。

英国论文字数不够：马萨诸塞州

The second factor was the collaborative concern of provincial governments, governments of municipality and associated businesses stating that heavy dependence on the tax base both through boards of schools and municipality sector will have a negative impact on local investments across Massachusetts.

Demand from several governmental categories and stakeholders from non-governmental authorities for school division equity was the third factor (Sattler 1-28). This factor focused on areas such as property taxation level, funding level and the educational facilities quality. The reforms proponents further argued that it was specifically essential to gain enhanced equity levels between school division, rate payers and the students living in Massachusetts with large base of property assessment.

Another factor was the declining school boards power for resisting the centralized provincial governments’ initiatives (Sattler 1-28). This inability of resisting the initiatives was because of various factors inclusive of legitimate school board trustees decline amongst the payers of rate because of what they thought as lower participation of voter’s in the elections of school, lower accountability levels, lower efficiency levels and ineffectiveness in the system of education.

After the court rulings, the Massachusetts education reform act of 1993 was passed which increased dramatically the funding in schools also helping in attaining higher standards in academics, accountabilities and more choices of schools.

In the year 1992, Weld signed the law of Massachusetts Education Reform Act. This act greatly enhanced the role of state not only in funding education for public sector but also to guide the process in local educational domain. The role of the state changes to include the framework settings with regard to curriculum and held student performance accountable for holding schools. As this act was developed for being an education bases systematic reform, all the other activities in the state and other policies as well required to be fitted collaboratively into a complete coherent state educational standard (Sattler 1-28).