ERIC Number: EJ927802
Record Type: Journal
Publication Date: 2011-Mar
Abstractor: As Provided
Reference Count: 42
Principals, Power, and Policy: Enacting "Supplemental Educational Services"
Anthropology & Education Quarterly, v42 n1 p20-36 Mar 2011
Under No Child Left Behind (NCLB), schools that do not make adequate yearly progress must offer afterschool tutoring, entitled "Supplemental Educational Services" (SES). Drawing on 40 months of ethnographic research and utilizing actor-network theory, this article shows principals co-opting the SES provisions to do what they determine is required for their schools, often in defiance of NCLB. It demonstrates how, within an increasingly centralized governance of public schools and heightened private intervention, principals emerge as powerful policy actors.
Descriptors: Federal Legislation, Educational Improvement, Federal Programs, Ethnography, Educational Change, Educational Indicators, Principals, Governance, After School Education, Tutoring, Intervention, Public Schools
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001