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One of twelve case studies growing out of the Educational Governance Project, this report contains a description and an analysis of the process through which Minnesota State government establishes policy for its public elementary and secondary schools. This process is affected by many factors, such as the availability of fiscal and human resources, demands arising from population changes, and the power of individuals and groups who represent private interests. Lack of time and money prevented an indepth study of all these factors and necessitated the focus on the role and impact of the various actors -- official and unofficial -- who became involved at the State level in setting public school policy. Some data resulted from an investigation of the way in which three recent education decisions were determined. Additional data were derived from studies of the perceptions held by a cross section of participants of the influence relationships characterizing the operation of the State education policy system. (Author/JF)

Twenty case studies of state educational decision making from 1971 to 1991 are analyzed to portray the changing nature of Minnesota's education policy system and to consider whether the often cited "structural linkage" typology remains explanatory. The reformist tradition continues in Minnesota in spite of revenue problems and societal change. (SLD)

Based on a questionnaire survey of 38 elementary-secondary and postsecondary lobbyists and 22 legislators conducted by the authors in Minnesota in 1978-80, this article examines the effectiveness of two fundamental lobbying strategies--cooperative strategy and advocacy strategy--in educational lobbyists' efforts to influence legislators. (JBM)

This report examines the process through which the Minnesota state government established school policy during the 1970s. The analysis focuses on who shaped state school policy and how they did it. The data come in part from personal interviews to determine the perceptions key participants had of the state school policy system. These interview responses, gathered in 1979, are compared with the responses from a similar group interviewed in 1973. Along with the perceptual investigation, historical analysis was conducted on the decision process involved in three major policy innovations (tax and school finance reform, state legislation to guide school district planning for declining enrollment, and a proposal to improve instruction in the K-3 grades). Specific conclusions concerning the roles of various influential individuals and groups (including the governor, the state department of education, the legislature, and various lobbying interests) are presented throughout the report. Four general conclusions are offered. One, while significant change occurred, the basic transformation happened before the 1970s. Two, the involvement of more interest groups increased a tendency toward fragmentation, but this tendency was offset by legislative power. Three, policy-making became more political. Four, the policy-making process continued to be shaped by the state's progressive political culture. (Author/IRT)