Elizabeth M. Uzzell, Jennifer B. Ayscue, Lance D. Fusarelli, Mario M. Jackson
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Competing priorities within the SEA, including the struggle to fulfill its dual roles as service provider and regulatory agency, complicated ESSA implementation, as did state-level political maneuvers. A significant, unexpected finding is that participants were much more comfortable discussing the needs of economically disadvantaged students than students of color, and often avoided mentioning race specifically. Additionally, although the pandemic caused major disruptions to schooling, SEA officials identified “keeps” that were begun as a pandemic response and may continue as the SEA pushes equitable solutions for traditionally underserved students. Implications for Research and Practice: This study suggests that competing initiatives, staff turnover, and political ideology may limit the SEA's capacity to address power and resource imbalances and hinder efforts to promote greater equity in the educational system. 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引用次数: 0
摘要
目的:《每个学生都能成功法案》(ESSA)减少了联邦政府在 K-12 教育中的角色,在保持对边缘群体的保护的同时,给予各州更多的灵活性。尽管该法案具有利用灵活性的潜力,但人们对各州如何解决公平问题却知之甚少。研究方法:本定性案例研究采用批判性政策分析(CPA)方法,通过半结构化访谈和文件分析,考察北卡罗来纳州教育机构(SEA)在公平方面的设计和实施情况。研究结果:州教育署官员将编写州 ESSA 计划描述为一项合规工作,并认为该计划本可以进一步推动公平解决方案。州教育署内部相互竞争的优先事项,包括努力履行其作为服务提供者和监管机构的双重角色,使 ESSA 的实施复杂化,州一级的政治操作也是如此。一个重要的、出乎意料的发现是,与有色人种学生相比,与会者更乐于讨论经济困难学生的需求,并经常避免具体提及种族问题。此外,尽管大流行病对学校教育造成了重大干扰,但东南部教育机构的官员认为,"保持 "是作为大流行病应对措施而开始的,随着东南部教育机构为传统上得不到充分服务的学生推动公平的解决方案,"保持 "可能会继续下去。对研究和实践的启示:这项研究表明,相互竞争的倡议、人员流动和政治意识形态可能会限制 SEA 解决权力和资源不平衡问题的能力,并阻碍在教育系统中促进更大公平的努力。此外,在 COVID-19 大流行期间,教育部的重点转移到了 ESSER 的资助上。
“Fighting an Uphill Battle”: The Pursuit of Equity Through the Every Student Succeeds Act in North Carolina
Purpose: The Every Student Succeeds Act (ESSA) reduced the role of the federal government in K-12 education, giving states more flexibility while maintaining protections for marginalized groups. Despite the potential to leverage flexibility, little is known about how states are addressing equity. Research Methods: Using a critical policy analysis (CPA) approach, this qualitative case study uses semi-structured interviews and document analysis to examine the design and implementation of equity efforts by the state education agency (SEA) in North Carolina. Findings: SEA officials describe writing the state ESSA plan as an exercise in compliance and believe the plan could have gone further in pushing equitable solutions. Competing priorities within the SEA, including the struggle to fulfill its dual roles as service provider and regulatory agency, complicated ESSA implementation, as did state-level political maneuvers. A significant, unexpected finding is that participants were much more comfortable discussing the needs of economically disadvantaged students than students of color, and often avoided mentioning race specifically. Additionally, although the pandemic caused major disruptions to schooling, SEA officials identified “keeps” that were begun as a pandemic response and may continue as the SEA pushes equitable solutions for traditionally underserved students. Implications for Research and Practice: This study suggests that competing initiatives, staff turnover, and political ideology may limit the SEA's capacity to address power and resource imbalances and hinder efforts to promote greater equity in the educational system. Moreover, the SEA's focus shifted to ESSER funding during the COVID-19 pandemic.
期刊介绍:
Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.