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Poststructural Analysis of Anti-LGBTQ + Educational Policies Educ. Policy (IF 1.761) Pub Date : 2024-03-14 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
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The Conflation of Dual Language Bilingual Education With Gifted Programs in New York City Schools Educ. Policy (IF 1.761) Pub Date : 2024-03-11 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
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Understanding Florida’s HB7: A Policy of Intimidation by Confusion Educ. Policy (IF 1.761) Pub Date : 2024-03-05 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
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A Framework for Deepening Racial Equity in Prenatal-Grade Three Systems: Lessons From a 10-Year Reflective Case Study Educ. Policy (IF 1.761) Pub Date : 2024-02-23 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
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Disenchanting Educational Policy and Leadership: An Introduction Educ. Policy (IF 1.761) Pub Date : 2024-02-23 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
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Historicizing Black Educational “Choice”: Toward Black Educational Self Determination Educ. Policy (IF 1.761) Pub Date : 2024-02-19 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.
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Evading Race: A Critical Race Analysis of Vocational/Career and Technical Education Policy Educ. Policy (IF 1.761) Pub Date : 2024-02-17 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
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Beyond the Parameters of “Choice”: An Obliterated Vision for Traditional Public Schooling and the Contamination of the New Orleans Charter Restart Model Educ. Policy (IF 1.761) Pub Date : 2024-01-30 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
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Examining U.S. Teachers’ Working Conditions in Online Schools Educ. Policy (IF 1.761) Pub Date : 2024-01-30 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
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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 Educ. Policy (IF 1.761) Pub Date : 2024-01-27 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
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Towards Anti-Carceral Leadership: Remaking Public Schools to Refuse Black Students’ Surveillance, Containment, and Control Educ. Policy (IF 1.761) Pub Date : 2024-01-27 DeMarcus A. Jenkins, Chezare A. Warren
The social movement for #PoliceFreeSchools (and the adjacent campaign on college and university campuses called #PoliceFreeCampuses) welcomes an opportunity to reimagine school discipline and safety in contradistinction to current carceral forms. Scholars have moved away from notions of “school to prison pipeline” by demonstrating the many ways schools are organized as carceral spaces (e.g., school-prison
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How State Education Leaders Supported Students’ Access to Education Amidst the COVID-19 Crisis: Lessons for Policy Educ. Policy (IF 1.761) Pub Date : 2024-01-25 Hayley Weddle, Ayesha K. Hashim, Ogechi N. Irondi
While recent research provides insights into how district and school leaders responded to the extraordinary disruptions created by the COVID-19 pandemic, less is known about the role of influential state-level education leaders during the crisis. In this paper, we draw on interviews with state leaders to examine their efforts to support students’ access to education during the pandemic. Findings reveal
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Status Quo or Innovation? Transforming Teacher Education in Hostile Times Educ. Policy (IF 1.761) Pub Date : 2024-01-08 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
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Positionality in the Politics of Education: Mapping the Strategies and Constraints of Education Reformers Educ. Policy (IF 1.761) Pub Date : 2024-01-05 Jose Eos 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
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Nationally Representative Evidence on the Association Between Preschool and School-Based Parental Involvement in Elementary School Educ. Policy (IF 1.761) Pub Date : 2023-04-25 Michael Little, Austin Gragson
Increasing school-based parental involvement—which has links to improved student outcomes like academic achievement—is a core area of focus in many preschool programs. Yet, little research to date ...
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Title IX Policy Implementation and Sexual Harassment Prevalence in K-12 Schools Educ. Policy (IF 1.761) Pub Date : 2023-04-18 Billie-Jo Grant, Jeffrey Haverland, Jessica Kalbfleisch
This study examined the prevalence of student-to-student and staff-to-student sexual harassment in K-12 schools and school district compliance with Title IX using a retrospective survey of young ad...
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Pipeline Philanthropy: Understanding Philanthropic Corporate Action in Education During the COVID-19 Era and Beyond Educ. Policy (IF 1.761) Pub Date : 2023-04-18 Nora Reikosky
In response to COVID-19 many companies, particularly technology companies, voluntarily attended to the strained education sector by donating or temporarily discounting their core products, generati...
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“There Was Nothing Here”: School Leaders Using Dual Language Bilingual Education Programs as a Formula to Re-Engineer Student Populations for School Turnaround Educ. Policy (IF 1.761) Pub Date : 2023-04-13 Kate Menken, Ivana Espinet, Sharon Avni
New York City offers an example of the national trend to expand dual language bilingual education (DLBE) programs, yet only a small proportion of multilingual learners are enrolled in these program...
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A Landscape Analysis of State-Level School Counseling Policy: Perspectives from State Officials Educ. Policy (IF 1.761) Pub Date : 2023-03-30 Mandy Savitz-Romer, Tara P. Nicola, Heather T. Rowan-Kenyon, Stephanie Carroll
This study explores the prevalence and implementation of four key school counseling policies at the state level and to what extent they are monitored for positive impact on the school counseling pr...
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How State Educational Agency Coordinators Navigate Logics of Local Control in Standards Implementation Educ. Policy (IF 1.761) Pub Date : 2023-03-28 Emily M. Hodge, Serena J. Salloum, Susanna L. Benko
State educational agency content coordinators commonly experience tensions in their professional roles related to distinct sets of beliefs, or logics, about who “should” control what students learn...
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State-Level Efforts to Reform Elementary Science Education Educ. Policy (IF 1.761) Pub Date : 2023-03-24 Angela M. Lyle, James P. Spillane, Christa Haverly
This comparative case study explores how 18 state education agencies (SEAs) support school districts in advancing standards-based elementary science reform. We identify how SEAs understand their wo...
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The Expansion of Title V: A Historical Analysis of the Promoting Postbaccalaureate Opportunities for Hispanic Americans Program Educ. Policy (IF 1.761) Pub Date : 2023-03-13 Stephanie Aguilar-Smith, Erin Doran
Understanding the development of major educational policies is essential, especially federal policies integral to Hispanic-Serving Institutions (HSIs)—one of the fastest-growing types of postsecond...
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Charter Authorizing, Applications, and the Needs of Historically Marginalized Students: A Cross State Analysis Educ. Policy (IF 1.761) Pub Date : 2023-03-06 Katrina Bulkley, Amanda Lu, Kate Meza Fernandez, Alica Gerry
Charter school authorizers shape which charter schools open, where they open, and who they serve. We draw on principal agent theory to investigate how the priorities and practices of nine authorize...
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State Education Agency Governance, Virtual Learning, and Student Privacy: Lessons From the COVID-19 Pandemic Educ. Policy (IF 1.761) Pub Date : 2023-02-17 Cadence Willse
The rapid transition to emergency remote teaching in the wake of the COVID-19 pandemic altered public education as schools closed across the United States. Eighty percent of teachers reported inter...
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High School Students’ Expectations and College Aspirations: Causes and Consequences Educ. Policy (IF 1.761) Pub Date : 2023-02-17 Hee Jung Gong, Robert K. Toutkoushian
This study focuses on the disparities between the educational aspirations and expectations of high school students in the U.S., and explores why students do not expect to earn a bachelor’s degree d...
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Online Credit Recovery as an Intervention for High School Students Who Fail Courses Educ. Policy (IF 1.761) Pub Date : 2023-02-17 Samantha Viano, Gary T. Henry
Online credit recovery (OCR) refers to online courses that high school students take after previously failing the course. Many have suggested that OCR courses are helping students to graduate from ...
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Different or Differentiated? Recoupling Policy and Practice in an Era of Accountability Educ. Policy (IF 1.761) Pub Date : 2023-02-13 Allison W. Kenney, Susan Dulong Langley, Vonna Hemmler, Carolyn M. Callahan, E. Jean Gubbins, Del Siegle
Differentiation is an instructional practice teachers employ to modify their classroom content, process, and products based on student readiness, interest, and learning profile. Many school distric...
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The Choice and Evaluation of Sexual Harassment Interventions in Institutions of Higher Education Educ. Policy (IF 1.761) Pub Date : 2023-02-13 Elissa L. Perry
This paper provides a qualitative review of research related to sexual harassment interventions employed in institutions of higher education (IHEs) and introduces a needs assessment process that IH...
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Special Education and Meritocratic Inclusion Educ. Policy (IF 1.761) Pub Date : 2023-02-09 Arnaud Stanczak, Mickaël Jury, Cristina Aelenei, Julie Pironom, Marie-Christine Toczek-Capelle, Odile Rohmer
In this theoretical article we present our hypothesis on the incompatibility of the inclusive education policy toward students with special educational needs with the meritocratic principle of educ...
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Does It Matter Who Evaluates Teachers? Principal Versus Teacher-Led Evaluation and Teacher Motivation Educ. Policy (IF 1.761) Pub Date : 2023-02-09 Timothy G. Ford, Alyson L. Lavigne
Increasing job demands and continuing struggles to improve teacher evaluation practice raise the question of how peers might assist principals with teacher evaluation. Using a robust international ...
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Postsecondary Policy Environments in Citizen Legislatures Educ. Policy (IF 1.761) Pub Date : 2023-01-12 David R. Johnson
Legislative professionalism is central to the politico-institutional context of postsecondary policy adoption in state governments. The core argument in existing research is that as legislative pro...
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The Boundaries of Competition: Examining Charter Schools’ Impact on Traditional Schools Educ. Policy (IF 1.761) Pub Date : 2023-01-05 Matthew J. Uttermark, Kenneth R. Mackie, Carol S. Weissert, Alexandra Artiles
For decades, charter schools have been promoted as a panacea for increasing competition in the educational marketplace. Supporters argue that increased choice forces neighboring schools to innovate...
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Understanding the Stakes: The Influence of Accountability Policy Options on Teachers’ Responses Educ. Policy (IF 1.761) Pub Date : 2023-01-04 Antonina Levatino, Lluís Parcerisa, Antoni Verger
Under test-based accountability, side-effects —including practices to inflate test results, often seen as cheating—are usually associated to so-called high-stakes policies. However, the influence o...
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Politics at the Boundary: Exploring Politics in Education Research-Practice Partnerships Educ. Policy (IF 1.761) Pub Date : 2022-12-02 Kyo Yamashiro, Laura Wentworth, Moonhawk Kim
The challenges of transforming our educational systems to fulfill enduring needs for equity, justice, and responsiveness will take a multitude of partners. Research-practice partnerships (RPPs) arr...
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The Political and Social Contexts of Research Evidence Use in Partnerships Educ. Policy (IF 1.761) Pub Date : 2022-11-29 Kara S. Finnigan
This article discusses what we know about the underlying social and political conditions shaping research evidence use in education and how this applies to Research-Practice Partnerships (RPPs). It...
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Advancing Institutional Change to Encourage Faculty Participation in Research-Practice Partnerships Educ. Policy (IF 1.761) Pub Date : 2022-11-29 Adam Gamoran
University faculty have the talent, creativity, and training to tackle the serious challenges confronting our education system today, but the incentive structure in universities is often at odds wi...
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Interrogating Policy Diffusion in the Arts Education Sphere Educ. Policy (IF 1.761) Pub Date : 2022-11-24 Ryan D. Shaw
Defined as the tendency for structures and groups to “grow more alike, to develop similarities” policy convergence is a recognized factor in policy analysis across fields. In the arts education sph...
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Becoming HOPEless in the 2-Year Sector Educ. Policy (IF 1.761) Pub Date : 2022-11-23 Manuel S. González Canché
Becoming HOPEless in the 2-year sector addresses the question: what happens when a state-wide policy removes merit-based financial aid from low-income students making satisfactory academic progress...
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Indigenous Students and English Learner Identification: A Fifty-State Policy Review Educ. Policy (IF 1.761) Pub Date : 2022-11-17 Ilana M. Umansky, Taiyo Itoh, Jioanna Carjuzaa
English learner (EL) education is widely conceived as services for immigrant-origin students, however nearly one in ten American Indian, Alaska Native, and Native Hawaiian students are classified i...
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Designing for a Productive Politics of Participation in Research Practice Partnerships Educ. Policy (IF 1.761) Pub Date : 2022-11-17 Angela Booker
This article considers contested conceptions of community and trajectories toward full participation in research-practice partnerships (RPPs) as key analytical aspects for studying a productive pol...
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Are Research-Practice Partnerships Responsive to Partners’ Needs? Exploring Research Activities During the COVID-19 Pandemic Educ. Policy (IF 1.761) Pub Date : 2022-11-17 Paula Arce-Trigatti, Kylie Klein, Jee Sun (Jasmin) Lee
Despite everyone’s best intentions, RPP-produced research may still fall short of being responsive to the needs of practice partners. The COVID-19 pandemic arguably magnified the demand for researc...
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The Effects of School Choice Competition on an Underserved Neighborhood Public School Educ. Policy (IF 1.761) Pub Date : 2022-11-17 Bryan J. Duarte
This critical ethnography utilizes critical policy analysis and a theoretical understanding of neoliberal racism to examine the practiced reality of school choice in a public, under-resourced, and ...
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Political Considerations for Establishing Research-Practice Partnerships in Pursuit of Equity: Organizations, Projects, and Relationships Educ. Policy (IF 1.761) Pub Date : 2022-11-17 Eleanor R. Anderson
If the RPP field is to bring our stated commitments to equity to life, it will require engagement with the political dimensions of RPP work, starting at the outset when a partnership is being estab...
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Conceptions and Practices of Equity in Research-Practice Partnerships Educ. Policy (IF 1.761) Pub Date : 2022-11-09 Caitlin C. Farrell, Corinne Singleton, Kristina Stamatis, Robbin Riedy, Paula Arce-Trigatti, William R. Penuel
This framework explores the plurality of ways that research-practice partnerships (RPPs) conceptualize issues of equity, and with what consequences for what gets studied, whose voices are included ...
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Unpacking the Power Dynamics of Funding Research-Practice Partnerships Educ. Policy (IF 1.761) Pub Date : 2022-11-07 Peter Rivera, Marc Chun
In this paper two foundation program officers describe their experiences as funders engaged in supporting research practice partnerships in two very distinct settings. The authors set the context f...
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Whose Agenda is It? Navigating the Politics of Setting the Research Agenda in Education Research-Practice Partnerships Educ. Policy (IF 1.761) Pub Date : 2022-11-07 Joanna L. Meyer, Clare Waterman, George A. Coleman, Michael J. Strambler
In this article, we provide insight into sharing power and balancing practitioner and researcher priorities during the process of establishing a research agenda for a research-practice partnership ...
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Equity and Early Implementation of the Every Student Succeeds Act in State-Designed Plans During COVID Educ. Policy (IF 1.761) Pub Date : 2022-11-07 Jennifer B. Ayscue, Lance D. Fusarelli, Elizabeth M. Uzzell
The Every Student Succeeds Act (ESSA) reverses a trend toward centralization of education policy and instead provides greater authority to the states. This study explores states’ interpretation and...
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It’s Complicated: Examining Political Realities and Challenges in the Context of Research-Practice Partnerships From the School District Leader’s Perspective Educ. Policy (IF 1.761) Pub Date : 2022-11-07 Kylie Klein
Growing interest in the potential of education research-practice partnerships (RPPs) as a promising strategy for increasing the relevance and use of research has led the field to create an expandin...
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Opportunity Structures for Student Activism, Diversity, and Institutional Change Educ. Policy (IF 1.761) Pub Date : 2022-11-02 Margaret Teresa Brower, J. Kyle Upchurch
College students across the United States are engaging in protests, sit-ins, and walk-outs, but when do these political acts result in tangible institutional policy changes? This paper draws on qua...
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Does ESSA Assure the Use of Evidence-based Educational Practices? Educ. Policy (IF 1.761) Pub Date : 2022-11-01 Yuan Chang Ginsberg, Fiona M. Hollands, Venita R. Holmes, Robert Shand, Pamela Evans, Ryan Blodgett, Yixin Wang, Laura Head
The Every Student Succeeds Act (ESSA) of 2015 requires that K-12 educational agencies invest federal education funds in evidence-based practices. We estimated what percentage of Title I funds at a ...
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Research-Practice Partnerships in Pursuit of Racial Justice in Schools: Navigating a Hostile Sociopolitical Climate Educ. Policy (IF 1.761) Pub Date : 2022-10-31 Adriana Villavicencio, Dana Conlin, Olga Pagan
Grounded in a partnership among researchers, a racial justice organization, and K-12 schools, this study uncovers the challenges of pursuing racial justice work in a polarized sociopolitical climat...
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Critical Translingual Perspectives on California Multilingual Education Policy Educ. Policy (IF 1.761) Pub Date : 2022-10-28 Eduardo R. Muñoz-Muñoz, Luis E. Poza, Allison Briceño
Policies restricting bilingual education have yielded to policy frameworks touting its benefits. This shift corresponds with evolving lines of debate, focusing now on how bilingual education can be...
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Whiteness and Ability: Discourses in Disability History Curriculum Legislation Educ. Policy (IF 1.761) Pub Date : 2022-10-28 Carlyn O. Mueller, Margaret R. Beneke
This Policy Discourse Analysis (PDA) explores 19 state legislative documents focused on the teaching of disability history in K-12 schools. Framed through critical perspectives on constructions of ...
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Mechanisms of Exclusion: Group Homogenization and Deficit Thinking in Integrated Schools Educ. Policy (IF 1.761) Pub Date : 2022-10-19 Idit Fast
School integration and inclusion are important for educational equity, yet inclusionary educational policies often end up being exclusionary in practices. In this article I contribute to our unders...
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Educational Stakeholder Sensemaking on Preparing CTE Students for Sub-Baccalaureate Pathways Educ. Policy (IF 1.761) Pub Date : 2022-09-21 Sarah Cashdollar
Careful implementation of Career and Technical Education (CTE) programs is necessary in order for programs to achieve the policy goal of college and career readiness, which involves expanding stude...
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Intermediary Public Policy Organizations and the Discursive Evasion of Systemic Racism and Racialized Violence Educ. Policy (IF 1.761) Pub Date : 2022-09-20 Casey McCoy-Simmons, Cecilia M. Orphan, Denisa Gándara
The 2020 health pandemic and high-profile police murders of Black people inspired national conversations about racism and police brutality. This study examined how Intermediary Public Policy Organi...
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The Evolving Identities of HSI and Differentiated Funding Educ. Policy (IF 1.761) Pub Date : 2022-09-19 Amanda K. Burbage, Chris R. Glass
To achieve Higher Education Act Title V funding goals, policymakers must reconsider approaches, respond to Hispanic-Serving Institution (HSI) diversity, and prioritize servingness. This study inves...
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A Critical Qualitative Study of Inequities in Hispanic-Serving Institutions’ Grant-Seeking Competitiveness Educ. Policy (IF 1.761) Pub Date : 2022-09-19 Stephanie Aguilar-Smith
Hispanic-Serving Institutions’ (HSIs) diversification and Title V’s anemic funding present a ripe condition for inequity. Hence, I interviewed 29 institutional actors across 17 HSIs to understand h...
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Using an Emergency Plan to Combat Teacher Burnout Following a Natural Hazard Educ. Policy (IF 1.761) Pub Date : 2022-09-14 Sarah R. Cannon, Cassandra R. Davis, Rex Long
A relevant, well-crafted emergency plan can help schools most optimally return to normal following a disaster. During this time, educators find themselves facing unintended responsibilities like op...
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Community Policing in Schools and School Resource Officer Transparency Educ. Policy (IF 1.761) Pub Date : 2022-09-13 F. Chris Curran, Lelydeyvis Boza
Following increased attention to racial disparities in police use of force, national conversations have focused on the role of law enforcement, including in public schools. This study examines tran...