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ERIC Number: EJ927577
Record Type: Journal
Publication Date: 2011-Jul
Pages: 34
Abstractor: As Provided
Reference Count: 99
ISSN: ISSN-0895-9048
High Stakes Accountability and Policy Implementation: Teacher Decision Making in Bilingual Classrooms in Texas
Palmer, Deborah; Rangel, Virginia Snodgrass
Educational Policy, v25 n4 p614-647 Jul 2011
This article contributes to an emerging body of literature on the impact of high stakes testing accountability policies on implementation and teaching practice. It uses a theory of implementation, sense-making, to highlight the process by which policy and context shape teacher decision making. We focus on teachers in bilingual classrooms in an urban district in Texas where we found that teachers make decisions in an environment that exerts both formal and informal pressures to limit the curriculum they offer their students and privilege test preparation. Teachers struggle to reconcile their context, constituted by their students' specific pedagogical and linguistic needs, with the pressures of their high stakes testing environment. (Contains 9 notes, 1 table, and 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative; Tests/Questionnaires
Education Level: Grade 3; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas