Pub Date : 2024-08-03DOI: 10.1177/08959048241268309
Jeffrey S. Brooks, Melanie C. Brooks
The article advances an emergent framework for conceptualizing the relationship between principal leadership and education policy implementation. Based on a qualitative study of school principals and policy implementation in Region X of the Philippines, findings suggested that the way in which policies were interpreted and implemented at the school level was influenced by a variety of intrinsic and extrinsic dynamics and these were shaped in situ by individual, school and community inhibitors and facilitators. These motivations and localized contexts were critical to implementation, and compelled principals to ignore, monitor, or implement education policies as a priority.
{"title":"Hot Leadership, Cool Leadership: How Education Policies are Implemented (and Ignored) in Schools","authors":"Jeffrey S. Brooks, Melanie C. Brooks","doi":"10.1177/08959048241268309","DOIUrl":"https://doi.org/10.1177/08959048241268309","url":null,"abstract":"The article advances an emergent framework for conceptualizing the relationship between principal leadership and education policy implementation. Based on a qualitative study of school principals and policy implementation in Region X of the Philippines, findings suggested that the way in which policies were interpreted and implemented at the school level was influenced by a variety of intrinsic and extrinsic dynamics and these were shaped in situ by individual, school and community inhibitors and facilitators. These motivations and localized contexts were critical to implementation, and compelled principals to ignore, monitor, or implement education policies as a priority.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"133 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141938038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/08959048241263844
Gabriel Rodriguez, Sarah Chase, Nicolas Tanchuk, Nancy Gebhart
This interview-based study examines how justice-oriented K-12 administrators and teachers in Iowa make sense of the recent state-level education policy, H.F. 802. Synthesizing literature on Critical Policy Analysis and epistemic justice, we introduce Critical Epistemic Policy Analysis to understand the micro-level impact of divisive education legislation on efforts to create just and inclusive schools. Findings highlight a sociopolitical terrain with ambivalent and shallow equity commitments, deteriorating support for equity work in schools, and a need to grapple with questions of divisiveness and solidarity in justice-oriented educational activism.
{"title":"“Divisive” Education Legislation in the Midwest: A Critical Epistemic Policy Analysis","authors":"Gabriel Rodriguez, Sarah Chase, Nicolas Tanchuk, Nancy Gebhart","doi":"10.1177/08959048241263844","DOIUrl":"https://doi.org/10.1177/08959048241263844","url":null,"abstract":"This interview-based study examines how justice-oriented K-12 administrators and teachers in Iowa make sense of the recent state-level education policy, H.F. 802. Synthesizing literature on Critical Policy Analysis and epistemic justice, we introduce Critical Epistemic Policy Analysis to understand the micro-level impact of divisive education legislation on efforts to create just and inclusive schools. Findings highlight a sociopolitical terrain with ambivalent and shallow equity commitments, deteriorating support for equity work in schools, and a need to grapple with questions of divisiveness and solidarity in justice-oriented educational activism.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"48 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/08959048241258732
Kimberly J. Vachon
This paper explores the policy, pedagogy, and practice affordances and constraints of teacher education as an environment to develop pre-service teachers’ antiracism commitments. Through critical analysis of interviews with pre-service teachers and teacher educators at three social justice-oriented teacher preparation programs, research findings indicate that the material consequences of passing the edTPA can lead pre-service teachers to deprioritize the antiracist or equitable frameworks that were emphasized in their program. The edTPA’s inattention to racism and antiracist practice signals an irrelevance to some pre-service teachers. These findings have implications for how teacher educators may approach the edTPA in social justice-oriented programs.
{"title":"The edTPA as a Barrier to Preparing Antiracist Teachers in California","authors":"Kimberly J. Vachon","doi":"10.1177/08959048241258732","DOIUrl":"https://doi.org/10.1177/08959048241258732","url":null,"abstract":"This paper explores the policy, pedagogy, and practice affordances and constraints of teacher education as an environment to develop pre-service teachers’ antiracism commitments. Through critical analysis of interviews with pre-service teachers and teacher educators at three social justice-oriented teacher preparation programs, research findings indicate that the material consequences of passing the edTPA can lead pre-service teachers to deprioritize the antiracist or equitable frameworks that were emphasized in their program. The edTPA’s inattention to racism and antiracist practice signals an irrelevance to some pre-service teachers. These findings have implications for how teacher educators may approach the edTPA in social justice-oriented programs.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"307 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-25DOI: 10.1177/08959048241258727
Ryan S. Wells, Ling Chen
As postsecondary developmental education policy reforms are implemented, increased attention must be given to students with learning and attention disabilities. The purpose of this study was to bring these students into the conversation, by examining their representation in developmental education broadly, as well the effect of this intervention on their college persistence and credit accumulation. Results show students with learning or attention disabilities are overrepresented in developmental education and could experience heterogenous effects on their postsecondary outcomes. Policymakers should be purposeful about consideration of this growing group of students in continued developmental education reforms.
{"title":"Developmental Education for College Students with Learning and Attention Disabilities","authors":"Ryan S. Wells, Ling Chen","doi":"10.1177/08959048241258727","DOIUrl":"https://doi.org/10.1177/08959048241258727","url":null,"abstract":"As postsecondary developmental education policy reforms are implemented, increased attention must be given to students with learning and attention disabilities. The purpose of this study was to bring these students into the conversation, by examining their representation in developmental education broadly, as well the effect of this intervention on their college persistence and credit accumulation. Results show students with learning or attention disabilities are overrepresented in developmental education and could experience heterogenous effects on their postsecondary outcomes. Policymakers should be purposeful about consideration of this growing group of students in continued developmental education reforms.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"127 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141509366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-24DOI: 10.1177/08959048241258724
Nathan Favero, Ali Kagalwala
States diverge widely when it comes to education funding choices, leading to substantial differences in how much states spend on schooling, the role of local versus state revenue sources, and relative differences among districts in funding levels. Prior studies have documented that Democratic party control of state governments appears to be associated with higher levels of spending on K-12 education, but beyond that we know little about how political ideology is related to patterns of education funding allocation by states. This study examines this question using a nationwide dataset of school district expenditures from 1999 to 2015. The results indicate that states that are more politically liberal tend to provide more funds (per pupil) to local districts. More liberal states also provide relatively more favorable distributions to districts that are more urban and have larger Black student populations, in addition to perhaps rewarding districts with higher local property tax rates.
{"title":"The Politics of School Funding: How State Political Ideology is Associated With the Allocation of Revenue to School Districts","authors":"Nathan Favero, Ali Kagalwala","doi":"10.1177/08959048241258724","DOIUrl":"https://doi.org/10.1177/08959048241258724","url":null,"abstract":"States diverge widely when it comes to education funding choices, leading to substantial differences in how much states spend on schooling, the role of local versus state revenue sources, and relative differences among districts in funding levels. Prior studies have documented that Democratic party control of state governments appears to be associated with higher levels of spending on K-12 education, but beyond that we know little about how political ideology is related to patterns of education funding allocation by states. This study examines this question using a nationwide dataset of school district expenditures from 1999 to 2015. The results indicate that states that are more politically liberal tend to provide more funds (per pupil) to local districts. More liberal states also provide relatively more favorable distributions to districts that are more urban and have larger Black student populations, in addition to perhaps rewarding districts with higher local property tax rates.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"165 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141530019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-14DOI: 10.1177/08959048241237718
Dennis Williams, Patricia Crimmins
We draw on several critical paradigms, disciplines, and theories to interrogate 13 anti-LGBTQ+ educational policy texts. Using Institutional Theory (Anagnostopoulos et al., 2010; Carpenter & Feroz, 2001) and Poststructural Policy Analysis (Bacchi & Goodwin, 2016), we explore how these texts may cause separations between policy and practice, how they construct “teachers” and “students” as subjects and objects of the state, and how they promote cisheteropatriarchy. The terms reactive evasion and identity evasiveness are presented to describe central discursive mechanisms in the texts. The term identity specificity, or the humanizing practices of recognizing diverse identities, is coined as a fundamental component of educational quality. We situate our work as an enunciation of critical resistance within anti-oppressive discourses and assert three main arguments: (a) these dictates will adversely affect educational institutions; (b) a fundamental component of educational quality is identity specificity; and (c) policy not centered on the humanizing testimony of those about whom that policy is generated reinforces oppressive regimes.
{"title":"Poststructural Analysis of Anti-LGBTQ + Educational Policies","authors":"Dennis Williams, Patricia Crimmins","doi":"10.1177/08959048241237718","DOIUrl":"https://doi.org/10.1177/08959048241237718","url":null,"abstract":"We draw on several critical paradigms, disciplines, and theories to interrogate 13 anti-LGBTQ+ educational policy texts. Using Institutional Theory (Anagnostopoulos et al., 2010; Carpenter & Feroz, 2001) and Poststructural Policy Analysis (Bacchi & Goodwin, 2016), we explore how these texts may cause separations between policy and practice, how they construct “teachers” and “students” as subjects and objects of the state, and how they promote cisheteropatriarchy. The terms reactive evasion and identity evasiveness are presented to describe central discursive mechanisms in the texts. The term identity specificity, or the humanizing practices of recognizing diverse identities, is coined as a fundamental component of educational quality. We situate our work as an enunciation of critical resistance within anti-oppressive discourses and assert three main arguments: (a) these dictates will adversely affect educational institutions; (b) a fundamental component of educational quality is identity specificity; and (c) policy not centered on the humanizing testimony of those about whom that policy is generated reinforces oppressive regimes.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"69 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-11DOI: 10.1177/08959048241237724
Allison Roda, Kate Menken
As neighborhoods across New York City gentrify, Dual Language Bilingual Education (DLBE) has become a big draw for gentrifier families. Our research contributes to growing literature on DLBE gentrification by examining how a racially diverse group of parents in two communities perceived DLBE as a school choice option. We found that schools with DLBE programs screened potential students via academic screening tests or school choice processes to determine admission into DLBE programs. This screening process has contributed to a) the conflation of DLBE with the city’s gifted programs, and b) a focus away from admitting and centering emergent bilinguals. While this screening served to further advantage gentrifier families, some parents resisted the opportunity hoarding behaviors of their peers through their alternative school choices and advocacy efforts. In this way, we show how all parents are constrained and impacted by the neoliberal logics of contemporary DLBE policy and school choice.
{"title":"The Conflation of Dual Language Bilingual Education With Gifted Programs in New York City Schools","authors":"Allison Roda, Kate Menken","doi":"10.1177/08959048241237724","DOIUrl":"https://doi.org/10.1177/08959048241237724","url":null,"abstract":"As neighborhoods across New York City gentrify, Dual Language Bilingual Education (DLBE) has become a big draw for gentrifier families. Our research contributes to growing literature on DLBE gentrification by examining how a racially diverse group of parents in two communities perceived DLBE as a school choice option. We found that schools with DLBE programs screened potential students via academic screening tests or school choice processes to determine admission into DLBE programs. This screening process has contributed to a) the conflation of DLBE with the city’s gifted programs, and b) a focus away from admitting and centering emergent bilinguals. While this screening served to further advantage gentrifier families, some parents resisted the opportunity hoarding behaviors of their peers through their alternative school choices and advocacy efforts. In this way, we show how all parents are constrained and impacted by the neoliberal logics of contemporary DLBE policy and school choice.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"55 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140106457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.1177/08959048241235405
Dilys Schoorman, Rosanna Gatens
“Divisive Concepts” laws have sprung up around the nation as a backlash to the widespread commitments to anti-racist education that emerged in summer 2020. This critical policy analysis examines the concepts central to Florida’s “Individual Freedom Act” [HB7] of 2022, to determine its intent and impact in ameliorating or exacerbating persistent educational inequities. Through an analysis of the language of the law for what is and is not banned as well as the discrepancies between language of the legal text juxtaposed with the “Anti-Woke” political rhetoric accompanying HB7, this study reveals the law’s ideological underpinnings and political intent. The law’s concepts serve as a manufactured pretext to villainize teachers, misrepresent Critical Race Theory, cause confusion and fear, thereby chilling educator practice. The analysis also reveals how, despite the law’s intent, the concepts can be reframed to support educational equity. Implications for equity-minded practitioners within K-20 education contexts are explored.
{"title":"Understanding Florida’s HB7: A Policy of Intimidation by Confusion","authors":"Dilys Schoorman, Rosanna Gatens","doi":"10.1177/08959048241235405","DOIUrl":"https://doi.org/10.1177/08959048241235405","url":null,"abstract":"“Divisive Concepts” laws have sprung up around the nation as a backlash to the widespread commitments to anti-racist education that emerged in summer 2020. This critical policy analysis examines the concepts central to Florida’s “Individual Freedom Act” [HB7] of 2022, to determine its intent and impact in ameliorating or exacerbating persistent educational inequities. Through an analysis of the language of the law for what is and is not banned as well as the discrepancies between language of the legal text juxtaposed with the “Anti-Woke” political rhetoric accompanying HB7, this study reveals the law’s ideological underpinnings and political intent. The law’s concepts serve as a manufactured pretext to villainize teachers, misrepresent Critical Race Theory, cause confusion and fear, thereby chilling educator practice. The analysis also reveals how, despite the law’s intent, the concepts can be reframed to support educational equity. Implications for equity-minded practitioners within K-20 education contexts are explored.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"117 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140057590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-23DOI: 10.1177/08959048241231957
Beth L. Green, Lindsey B. Patterson, Caitlin R. Houser
This paper uses a reflective, retrospective case study methodology to analyze data from a 10-year University-Community partnership focused on supporting implementation and improvement of a Prenatal-Grade 3 (P3) system in an elementary school. Using a framework for centering equity in Collective Impact approaches, we analyze the steps we took as research partners/program evaluators to address racial and other inequities while highlighting missed opportunities to better center racial equity in the evaluation and P3 Initiative work. Through our analysis, we seek to identify where and how racial inequities surfaced, to describe how systemic racism influenced the evaluation and P3 Initiative process, and how this served to perpetuate the status quo and prevent transformative systems change. Results speak to opportunities for researchers, funders, and policymakers to identify and disrupt conventionally-accepted approaches to educational research and to work more effectively to advance educational equity for children and their families.
{"title":"A Framework for Deepening Racial Equity in Prenatal-Grade Three Systems: Lessons From a 10-Year Reflective Case Study","authors":"Beth L. Green, Lindsey B. Patterson, Caitlin R. Houser","doi":"10.1177/08959048241231957","DOIUrl":"https://doi.org/10.1177/08959048241231957","url":null,"abstract":"This paper uses a reflective, retrospective case study methodology to analyze data from a 10-year University-Community partnership focused on supporting implementation and improvement of a Prenatal-Grade 3 (P3) system in an elementary school. Using a framework for centering equity in Collective Impact approaches, we analyze the steps we took as research partners/program evaluators to address racial and other inequities while highlighting missed opportunities to better center racial equity in the evaluation and P3 Initiative work. Through our analysis, we seek to identify where and how racial inequities surfaced, to describe how systemic racism influenced the evaluation and P3 Initiative process, and how this served to perpetuate the status quo and prevent transformative systems change. Results speak to opportunities for researchers, funders, and policymakers to identify and disrupt conventionally-accepted approaches to educational research and to work more effectively to advance educational equity for children and their families.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"153 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-23DOI: 10.1177/08959048241233779
Kevin Lawrence Henry
This introduction provides an overview of the articles in the special issue. Drawing on Sylvia Wynter’s notion of disenchantment, the articles in this special issue interrogate power and inequity in education. They question the given assumptions of education policy and aim to reorient us toward justice and educational transformation, pushing back against claims of “neutrality” or educational projects that reinscribe harm.
{"title":"Disenchanting Educational Policy and Leadership: An Introduction","authors":"Kevin Lawrence Henry","doi":"10.1177/08959048241233779","DOIUrl":"https://doi.org/10.1177/08959048241233779","url":null,"abstract":"This introduction provides an overview of the articles in the special issue. Drawing on Sylvia Wynter’s notion of disenchantment, the articles in this special issue interrogate power and inequity in education. They question the given assumptions of education policy and aim to reorient us toward justice and educational transformation, pushing back against claims of “neutrality” or educational projects that reinscribe harm.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"56 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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