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ERIC Number: EJ1126918
Record Type: Journal
Publication Date: 2017-Mar
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0161-7761
A School Divided: One Elementary School's Response to Education Policy
Zoch, Melody
Anthropology & Education Quarterly, v48 n1 p23-41 Mar 2017
This article examines how one elementary school was divided into two schools--a primary and an intermediate school--because of how policies were interpreted and enacted with regard to high-stakes testing. The grades in which students took high-stakes tests were privileged in terms of receiving monetary resources and support from staff. An emphasis on testing also influenced how bilingual education was addressed. These organizational decisions highlight how policy operated as a practice of power, where inequitable education outcomes were reproduced.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Primary Education; Early Childhood Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A