ERIC Number: EJ1021950
Record Type: Journal
Publication Date: 2014-Apr
Abstractor: As Provided
Reference Count: 80
Equity-Oriented Reform amid Standards-Based Accountability: A Qualitative Comparative Analysis of an Intermediary's Instructional Practices
Trujillo, Tina M.; Woulfin, Sarah L.
American Educational Research Journal, v51 n2 p253-293 Apr 2014
Intermediary organizations increasingly provide support for schools serving marginalized students. Some attribute this trend to growing ideological support for market-based strategies to further the public good. This article investigates one intermediary that marketed equity-oriented instructional goals for schools serving high numbers of students of color and English Learners. Drawing on critical policy studies and political science, we analyze its behavior amid a high-stakes accountability environment, its reasons for adopting certain reforms, and the consequences for instruction. We use qualitative comparative analysis to show how policy forces shaped reforms and content in its schools, but not pedagogy specific to students of color or English Learners. We discuss the implications for the research on intermediaries and the democratic control of public education.
Descriptors: Standards, Educational Change, Accountability, Teaching Methods, Educational Policy, Comparative Analysis, Disadvantaged, Equal Education, English Language Learners, English (Second Language), Second Language Learning, High Stakes Tests, Course Content, Minority Group Students, Culturally Relevant Education, Political Science, Public Education, Educational Objectives, Nongovernmental Organizations, Educational Research, Qualitative Research, Interviews, Educational Indicators
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001