{'fraction_non_alphanumeric': 0.024079320113314446, 'fraction_numerical': 0.000708215297450425, 'mean_word_length': 5.116883116883117, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Chapter VIII: Progress and Problems: The Paradox of State Reform

Five hundred yards from the U.S. Capitol stands the new Hall of the States. An imposing white marble structure, it provides space for twenty-nine associations of state officials and the Washington office of thirty-three states. While seven of these organizations represent state education interests exclusively, a number unmatched by any other function of government, all of them are concerned with state education issues. This command post for lobbyists--the first centralized location for state delegations--reflects the states' deep concern about recent federal activities. It also symbolizes three important trends in the states during the past twenty years: the growing power and presence of state government in the federal system; the emergence of a new state polities that has spread influence among numerous groups (including the federal government); and the increasing importance of educational policy in state and federal affairs. These trends indicate a dramatic change in the focus and power of many state governments. Just twenty years ago, almost all the states were regarded, if noticed at all, as weak links within the governmental system. Now, many are much more professional and responsive, and would appear capable of dealing with important educational issues. 1 But even the more progressive states, the subject of this essay,