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In January 2016, a series of states of emergency for the City of Flint were declared by the Mayor, the Governor and even the President. These declarations turned the attention of the state and nation to the Flint water crisis. As a result, the state, local and federal governments sprang into action. The National Guard was tasked to assist. FEMA1 sent representatives. Community organizations and non-profits from throughout the state, and even nationally, responded by volunteering, and sending bottled water. The Governor formed Mission Flint, which brought key members of the Administration together weekly, and the Legislature authorized a supplemental budget. Bottled water and water filters were distributed and residents were provided information in multiple languages. It was all hands on deck. From all accounts, the government was operating the way we would expect it to operate in response to an emergency. What then, was the problem? The timing. Preceding this flurry of "state of emergency" activity, Flint residents had been reporting heavily discolored and bad tasting water for well over a year. This report is triggered by the Flint Water Crisis, but in many ways is not just about Flint. This report seeks to outline a broader framework to explain why the crisis occurred and to propose a set of recommendations that minimizes and safeguards against similar crises in the future. Our report is not meant to assess blame, but to help ensure that such a crisis does not occur in the future and to address shortcomings that continue to persist over time.
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Drawing on rich historical materials from both sides of the Pacific, including corporate records and government documents never before made public, Mason examines the development of both Japanese policy towards foreign investment and the strategic responses of American corporations.
While there is no doubt that an abundance of newly enacted education policies abounds across the state and across the nation, more fundamental questions remain. What is the nature of these reforms? What do they hope to accomplish? How successful have they been? In this book, we attempt to provide some answers to these questions by examining a major set of education policy reforms undertaken in Michigan and across the country over the past 20 or more years. These innovations include finance reform, state assessment of student performance, a series of school accountability measures, charter schools, schools of choice, and, for Detroit, a bevy of oft-conflicting policies and reform efforts that have belabored but seldom helped its public schools. In the pages that follow, we examine the decidedly mixed outcomes and effects of this large array of reform policies and programs. Each chapter addresses a specific policy area, outlining reform activity across the nation with an emphasis on Michigan's efforts as well as on one or two states that led these changes.