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":"1 1","pages":""},"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":"13 1","pages":""},"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":"27 1","pages":""},"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":"8 1","pages":""},"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}
Pub Date : 2024-01-27DOI: 10.1177/08959048231218206
Mollie T. McQuillan, Benjamin A. Lebovitz, LaShanda Harbin
Since 2017, hostile anti-LGBTQ+ educational bills rapidly expanded. Using traditional and critical policy analysis across three Midwestern states, we examine (1) whether state and local policymakers ( n = 60) adopted trans-inclusive protections aligned with the 2017 federal Whitaker ruling, (2) the spread and scope of state and local educational policies concerning LGBTQ+ people, and (3) relationships between LGBTQ and critical race theory (CRT) curricular bills. We find policy erasure in states without pre- Whitaker gender-inclusive nondiscrimination laws and expanded efforts to ban LGBTQ+ students from educational opportunities, spaces, and curriculum. LGBTQ+ and CRT curricular bans overlapped. We discuss the implications of policymakers leaning into exclusion over gender reforms.
{"title":"The Disruptive Power of Policy Erasure: How State Legislators and School Boards Fail to Take up Trans-affirming Policies While Leaning into Anti-LGBTQ+ Policies","authors":"Mollie T. McQuillan, Benjamin A. Lebovitz, LaShanda Harbin","doi":"10.1177/08959048231218206","DOIUrl":"https://doi.org/10.1177/08959048231218206","url":null,"abstract":"Since 2017, hostile anti-LGBTQ+ educational bills rapidly expanded. Using traditional and critical policy analysis across three Midwestern states, we examine (1) whether state and local policymakers ( n = 60) adopted trans-inclusive protections aligned with the 2017 federal Whitaker ruling, (2) the spread and scope of state and local educational policies concerning LGBTQ+ people, and (3) relationships between LGBTQ and critical race theory (CRT) curricular bills. We find policy erasure in states without pre- Whitaker gender-inclusive nondiscrimination laws and expanded efforts to ban LGBTQ+ students from educational opportunities, spaces, and curriculum. LGBTQ+ and CRT curricular bans overlapped. We discuss the implications of policymakers leaning into exclusion over gender reforms.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"48 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955720","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 : 2024-01-07DOI: 10.1177/08959048231220059
Cory T. Brown
Teacher education is at a critical crossroads as colleges and schools of education contend with decreased student enrollment, legislative strategizing to limit what is taught, and general pushback regarding what teachers should learn about teaching and their students. As such, the field of teacher education must examine how to collectively rebuff the current movement by policy makers and elected officials who have formalized their desire to maintain the status quo in education. They continue to lobby against social justice in education, critical race theory, multicultural perspectives in teaching, and culturally responsive and relevant pedagogical approaches to classroom instruction, among others. This paper examines the current moment in educational history and highlights opportunities that may transform teacher education policy to become more justice centered.
{"title":"Status Quo or Innovation? Transforming Teacher Education in Hostile Times","authors":"Cory T. Brown","doi":"10.1177/08959048231220059","DOIUrl":"https://doi.org/10.1177/08959048231220059","url":null,"abstract":"Teacher education is at a critical crossroads as colleges and schools of education contend with decreased student enrollment, legislative strategizing to limit what is taught, and general pushback regarding what teachers should learn about teaching and their students. As such, the field of teacher education must examine how to collectively rebuff the current movement by policy makers and elected officials who have formalized their desire to maintain the status quo in education. They continue to lobby against social justice in education, critical race theory, multicultural perspectives in teaching, and culturally responsive and relevant pedagogical approaches to classroom instruction, among others. This paper examines the current moment in educational history and highlights opportunities that may transform teacher education policy to become more justice centered.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"69 19","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139448940","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 : 2024-01-05DOI: 10.1177/08959048231220038
J. E. Trinidad
The success and failure of education reform policies often depend on the strategies of reformers. This article suggests a framework to understand the positionality of reformers, as they vary in their strategy (i.e., technical vs. relational) and focus for change (i.e., process- vs. outcomes-focused). Using the case of individuals who initiated new data systems in Chicago, Philadelphia, and New York City, the study discusses four groups of reformers: Engineers privilege efficient technical fixes that may be resisted by people on the ground. Capacity-builders focus on empowering schools but may lead to variable successes. Framers research and disseminate ideas to reframe policy and political discourses. Table-setters leverage their social networks and financial resources but may challenge democratic decision-making. As schools continue to be sites of political debates and challenges, the concept of positionality can clarify how reformers promote particular changes and can suggest possibilities for positions to constructively complement each other.
{"title":"Positionality in the Politics of Education: Mapping the Strategies and Constraints of Education Reformers","authors":"J. E. Trinidad","doi":"10.1177/08959048231220038","DOIUrl":"https://doi.org/10.1177/08959048231220038","url":null,"abstract":"The success and failure of education reform policies often depend on the strategies of reformers. This article suggests a framework to understand the positionality of reformers, as they vary in their strategy (i.e., technical vs. relational) and focus for change (i.e., process- vs. outcomes-focused). Using the case of individuals who initiated new data systems in Chicago, Philadelphia, and New York City, the study discusses four groups of reformers: Engineers privilege efficient technical fixes that may be resisted by people on the ground. Capacity-builders focus on empowering schools but may lead to variable successes. Framers research and disseminate ideas to reframe policy and political discourses. Table-setters leverage their social networks and financial resources but may challenge democratic decision-making. As schools continue to be sites of political debates and challenges, the concept of positionality can clarify how reformers promote particular changes and can suggest possibilities for positions to constructively complement each other.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"9 11","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139381051","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}
As the COVID-19 crisis disrupted schooling, recovery efforts in California included the adoption of Senate Bill (SB) 98, which mandated local educational agencies to complete Learning Continuity and Attendance Plans (LCPs). These plans act as critical snapshots of sensemaking and local policy implementation during crisis; however, their details have yet to be explored statewide. Through a multiphase, mixed methods approach, this study examines the legislative requirements of a state-level policy that orchestrated large-scale local planning. Results reveal that SB-98 recombined prior educational routines to fit the pandemic context. Moreover, district plans generally adhered to policy guidance and described a range of resources to support students. However, the limited details contained in most plans—particularly about the actions and services for students that may need additional supports—proffer suggestive evidence of local capacity and will during the global pandemic and the implications for those seeking to implement similar policy measures.
{"title":"Ensuring Educational Continuity in the Midst of Crisis: Policy and Planning During the COVID-19 Pandemic","authors":"Alexandria Hurtt, Sherrie Reed, Kramer Dykeman, Justin Luu","doi":"10.1177/08959048231215488","DOIUrl":"https://doi.org/10.1177/08959048231215488","url":null,"abstract":"As the COVID-19 crisis disrupted schooling, recovery efforts in California included the adoption of Senate Bill (SB) 98, which mandated local educational agencies to complete Learning Continuity and Attendance Plans (LCPs). These plans act as critical snapshots of sensemaking and local policy implementation during crisis; however, their details have yet to be explored statewide. Through a multiphase, mixed methods approach, this study examines the legislative requirements of a state-level policy that orchestrated large-scale local planning. Results reveal that SB-98 recombined prior educational routines to fit the pandemic context. Moreover, district plans generally adhered to policy guidance and described a range of resources to support students. However, the limited details contained in most plans—particularly about the actions and services for students that may need additional supports—proffer suggestive evidence of local capacity and will during the global pandemic and the implications for those seeking to implement similar policy measures.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"13 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138981156","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 : 2023-12-03DOI: 10.1177/08959048231215487
Erin J. Heys
For decades, policymakers in the U.S. have leveraged accountability policy as a governing tool to lift school performance and close the achievement gap. Accountability become so widespread that it arguably became a “policy paradigm” with the passage of the federal No Child Left Behind (NCLB) Act in 2002. Yet after just 13 years of implementation, policymakers replaced NCLB with the Every Student Succeeds Act (ESSA), which gave states more control over the policy tools and mechanisms to regulate school improvement. This qualitative project captured the evolution of the accountability paradigm by studying the policy ideas and moral narratives of policy elites in California and Tennessee during the transition period between NCLB and ESSA. The study finds that interview participants legitimized the core design features of ESSA, but attached their underlying worldviews and beliefs to the flexible design features, which created unique accountability models with different institutional arrangements.
{"title":"The accountability paradigm post-NCLB: Policy Ideas and Moral Narratives","authors":"Erin J. Heys","doi":"10.1177/08959048231215487","DOIUrl":"https://doi.org/10.1177/08959048231215487","url":null,"abstract":"For decades, policymakers in the U.S. have leveraged accountability policy as a governing tool to lift school performance and close the achievement gap. Accountability become so widespread that it arguably became a “policy paradigm” with the passage of the federal No Child Left Behind (NCLB) Act in 2002. Yet after just 13 years of implementation, policymakers replaced NCLB with the Every Student Succeeds Act (ESSA), which gave states more control over the policy tools and mechanisms to regulate school improvement. This qualitative project captured the evolution of the accountability paradigm by studying the policy ideas and moral narratives of policy elites in California and Tennessee during the transition period between NCLB and ESSA. The study finds that interview participants legitimized the core design features of ESSA, but attached their underlying worldviews and beliefs to the flexible design features, which created unique accountability models with different institutional arrangements.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"29 10","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605348","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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