Pub Date : 2024-03-25DOI: 10.1177/08959048241239893
Peter N. Knox, Bernice Garnett, Jess DeCarolis, Johannes Haensch
This study highlights the Community Schools (CS) implementation experience of five rural Vermont schools. Principals and CS coordinators participating in a state-funded program aimed at CS establishment were interviewed to understand better their experience with implementing a school/district-wide policy and reform effort. Findings suggest several elements play a critical role in the successful implementation of rural CSs, including leveraging already-present community engagement practices, school leader embodiment of CS values/mentality, as well as collaborative leadership practices that broaden participation and level the field for all parties involved. Implications for community school implementation within rural contexts are discussed.
{"title":"Community School Implementation in Rural Vermont","authors":"Peter N. Knox, Bernice Garnett, Jess DeCarolis, Johannes Haensch","doi":"10.1177/08959048241239893","DOIUrl":"https://doi.org/10.1177/08959048241239893","url":null,"abstract":"This study highlights the Community Schools (CS) implementation experience of five rural Vermont schools. Principals and CS coordinators participating in a state-funded program aimed at CS establishment were interviewed to understand better their experience with implementing a school/district-wide policy and reform effort. Findings suggest several elements play a critical role in the successful implementation of rural CSs, including leveraging already-present community engagement practices, school leader embodiment of CS values/mentality, as well as collaborative leadership practices that broaden participation and level the field for all parties involved. Implications for community school implementation within rural contexts are discussed.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382084","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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2024-02-19DOI: 10.1177/08959048241231953
Kevin Lawrence Henry
The linking of school choice and charter schools to the legacy of Black alternative education and civil rights initiatives is a central discursive galvanizing and organizing tool for charter proponents, as it aims to provide legitimacy to the charter movement, while simultaneously coopting Black critiques of the institution of education as a means to further neoliberal restructurings of the state. In this paper, I posit there exists a conceptual and political distinction between school choice and efforts of Black educational self-determination, an approach to challenge white dominance and supremacy. The paper engages in a historical analysis exploring the history of school choice and Black educational self-determination.
{"title":"Historicizing Black Educational “Choice”: Toward Black Educational Self Determination","authors":"Kevin Lawrence Henry","doi":"10.1177/08959048241231953","DOIUrl":"https://doi.org/10.1177/08959048241231953","url":null,"abstract":"The linking of school choice and charter schools to the legacy of Black alternative education and civil rights initiatives is a central discursive galvanizing and organizing tool for charter proponents, as it aims to provide legitimacy to the charter movement, while simultaneously coopting Black critiques of the institution of education as a means to further neoliberal restructurings of the state. In this paper, I posit there exists a conceptual and political distinction between school choice and efforts of Black educational self-determination, an approach to challenge white dominance and supremacy. The paper engages in a historical analysis exploring the history of school choice and Black educational self-determination.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955469","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 : 2024-02-17DOI: 10.1177/08959048241231956
Chaddrick D. James-Gallaway, ArCasia D. James-Gallaway, Marci Rockey, Rahsaan A. Dawson
Using critical race theory (CRT) as both our theory and analytical framework, we interrogated vocational, career, and technical education (VCTE) policy as a racial instrument. We applied key CRT themes to examine both primary sources; including historical and contemporary VCTE Acts (e.g., Perkins I-V) and Congressional reports; and secondary sources, including academic analyses of VCTE, its history, and related legislation. Findings demonstrate that VCTE policy upholds race-neutrality, which we argue is problematic because without being designated a special population, racially oppressed students stand to miss out on important funding opportunities that could dramatically alter and improve their lives.
{"title":"Evading Race: A Critical Race Analysis of Vocational/Career and Technical Education Policy","authors":"Chaddrick D. James-Gallaway, ArCasia D. James-Gallaway, Marci Rockey, Rahsaan A. Dawson","doi":"10.1177/08959048241231956","DOIUrl":"https://doi.org/10.1177/08959048241231956","url":null,"abstract":"Using critical race theory (CRT) as both our theory and analytical framework, we interrogated vocational, career, and technical education (VCTE) policy as a racial instrument. We applied key CRT themes to examine both primary sources; including historical and contemporary VCTE Acts (e.g., Perkins I-V) and Congressional reports; and secondary sources, including academic analyses of VCTE, its history, and related legislation. Findings demonstrate that VCTE policy upholds race-neutrality, which we argue is problematic because without being designated a special population, racially oppressed students stand to miss out on important funding opportunities that could dramatically alter and improve their lives.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139957057","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 : 2024-01-30DOI: 10.1177/08959048231218204
Elizabeth K. Jeffers
Departing from mainstream accounts of the post-Katrina New Orleans state takeover and the more recent “unification” of schools under local governance, this case study utilizes the plantation (Hartman, 1997; Woods, 1998, McKittrick, 2011) as a theoretical device and the silenced archive (Trouillot, 2015) as a method of inquiry to better understand why and how a Black public high school was obliterated. Data analysis indicates that despite the takeover and the damning of John McDonogh Senior High, this school was a lynchpin of struggle for democratic public schooling. Additionally, findings suggest that the charter school movement deployed community engagement, an evolving technology, to obliterate a collective vision that fell beyond the parameters of “choice.” In closing, the article points to an absence of empirical evidence on the all-charter structure, the ever-present use of the city as a laboratory for restructuring efforts elsewhere, and a pressing need for building and sustaining researchers who are accountable to African American communities in New Orleans.
{"title":"Beyond the Parameters of “Choice”: An Obliterated Vision for Traditional Public Schooling and the Contamination of the New Orleans Charter Restart Model","authors":"Elizabeth K. Jeffers","doi":"10.1177/08959048231218204","DOIUrl":"https://doi.org/10.1177/08959048231218204","url":null,"abstract":"Departing from mainstream accounts of the post-Katrina New Orleans state takeover and the more recent “unification” of schools under local governance, this case study utilizes the plantation (Hartman, 1997; Woods, 1998, McKittrick, 2011) as a theoretical device and the silenced archive (Trouillot, 2015) as a method of inquiry to better understand why and how a Black public high school was obliterated. Data analysis indicates that despite the takeover and the damning of John McDonogh Senior High, this school was a lynchpin of struggle for democratic public schooling. Additionally, findings suggest that the charter school movement deployed community engagement, an evolving technology, to obliterate a collective vision that fell beyond the parameters of “choice.” In closing, the article points to an absence of empirical evidence on the all-charter structure, the ever-present use of the city as a laboratory for restructuring efforts elsewhere, and a pressing need for building and sustaining researchers who are accountable to African American communities in New Orleans.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955528","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 : 2024-01-30DOI: 10.1177/08959048231222642
Courtney M. Leidner, Christine H. Roch
Enrollment in online schools (OS) has increased significantly in recent years. Due to advancements in technology, OS are able to provide education entirely online to K–12 students. Despite their growth, there has been little research on the working environments of OS. This paper explores teacher perceptions about working conditions in OS. We use data from the 2015 to 2016 National Teacher and Principal Survey (NTPS) to estimate multi-level models using HLM to determine the effects of the online environment. We find that teachers working in OS are less satisfied with their levels of classroom control; however, they report higher levels of administrative support and collegiality.
{"title":"Examining U.S. Teachers’ Working Conditions in Online Schools","authors":"Courtney M. Leidner, Christine H. Roch","doi":"10.1177/08959048231222642","DOIUrl":"https://doi.org/10.1177/08959048231222642","url":null,"abstract":"Enrollment in online schools (OS) has increased significantly in recent years. Due to advancements in technology, OS are able to provide education entirely online to K–12 students. Despite their growth, there has been little research on the working environments of OS. This paper explores teacher perceptions about working conditions in OS. We use data from the 2015 to 2016 National Teacher and Principal Survey (NTPS) to estimate multi-level models using HLM to determine the effects of the online environment. We find that teachers working in OS are less satisfied with their levels of classroom control; however, they report higher levels of administrative support and collegiality.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955466","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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