In recent decades, federal policy makers have pushed for education to be a more “scientific” endeavor. Through an ethnographic study of one school district’s implementation of multi-tier system of supports (MTSS), we examine the applied logic of this comprehensive reform initiative and its impact in practice.
In this article, we investigate whether recent developmental education reform in Florida has had any impact on the existing racial/ethnic achievement gap in successfully accessing and passing gateway (introductory college-level) courses. We found that by allowing students to bypass developmental education, the first-semester achievement gap in gateway English has narrowed, and the gap in gateway math has closed.
This introduction provides an overview of the theme of this yearbook.
This analysis seeks to explain the purpose of the Every Student Succeeds Act (ESSA) and outline the current plight of many students of color in the United States. It then uses critical race theory to contextualize and categorize persistent problems that face the implementation of ESSA for these students of color.
This article examines the challenges facing schools at the teacher and leadership levels as districts engage in more diverse environments.
In light of the Every Student Succeeds Act (ESSA), the newest iteration of No Child Left Behind (NCLB), this article first traces the history of NCLB’s influence on early childhood education and care. New and modified aspects of ESSA are then examined. With unprecedented emphasis on young children, this article discusses the potential impacts of ESSA on early childhood education for years to come.
In this article, authors examine the disciplinary experiences of Black students with and without dis/abilities, and the role of the Every Student Succeeds Act in addressing racial and gender disparities in punishments. Using national data and an equity formula, authors determine the percentage of inequitable overrepresentation of Black girls and Black boys for in-school and out-of-school suspensions.
Drawing from critical race feminism, this article discusses how Black girls in the PreK–12 public school system are disregarded and made invisible within educational policy discourse, implementation, and school reform. Authors analyze educational policies, including the Every Student Succeeds Act, and suggest that the continued failure of legislation to address the intersectional identities of Black girls contributes to racial and gender disparities in school discipline.
This article examines the Every Student Succeeds Act (ESSA) and its implications for educational equity for Black boys. Using critical race theory, the authors argue that similar to past policies, ESSA intends to ensure educational equity for all students, but ignores the ways in which race, gender, and other forms of oppression are implicated in the teaching and learning process and constrain Black male youths’ opportunities to learn.
Restorative practices hold potential for alleviating the racialized discipline gaps in American schools. Foundational to implementation includes recognizing a need for change, committing to anti-racist policy and practice, and providing professional development and other supports necessary to pave the way for sustained change.
This article sheds light on teacher management and strategies for resource acquisition within charter schools, based on a case study of the “concession schools” charter school program in Bogotá, Colombia.
Between 1895 and 1920, a cohort of business, philanthropic, and academic leaders wielding tremendous wealth and power sought to reshape the form and function of American higher education. Their efforts were largely unsuccessful, but studying them helps us understand the recurrent impulse to reform America’s colleges and universities.
This study examines the intersection of the public/private distinction in U.S. law and policy, and the shifting political positions of teacher unions and charter school proponents, in courts and agencies.
This article uses a historical case study to consider the susceptibility to “scale-up” of education reforms that seek primarily to teach character or disposition.
This article explores the differences across parental narratives about school choice and examines families’ inclination to choose, capacity for choice, and school preferences to create a framework of defaulters.
This study examines the ways in which district-community partnerships establish and sustain legitimacy with multiple constituencies over time.
This article investigates the relationship between the coherence of school improvement efforts and changes in student achievement on national examinations.
This article examines the impact of the Supreme Court’s 2006 Garcetti v. Ceballos ruling on the voting of both Democratic and Republican U.S. Courts of Appeals appointees as a case of doctrinal signaling.
This article investigates the use of lesson study and its impact on teachers and students in a time of tension and high-stakes accountability.
Authors of this article lay out a framework that transforms the concept of a Networked Improvement Community into an actionable plan. They acknowledge the challenges associated with network formation and provide a starting point for both practitioners and researchers seeking to deepen this work.
In this analytic essay, the authors consider the challenges to implementing culturally relevant pedagogy in a hyper-reform urban setting. The authors use Memphis as a particular context to outline these challenges and offer a framework describing the conceptual shifts that would support culturally relevant pedagogy in this context and others like it.
This introduction frames this yearbook on high school reform, implementation, and scale, and outlines why it is important to understand these perspectives. The four main sections of the issue are introduced and situated within the existing research literature.
This article describes the evolution of political, social, and economic environments that affect secondary education in the United States over four centuries. Historical analysis and an equilibrium model of organizational change are used to guide the discussion.
This paper explores a distinctive aspect of International Baccalaureate’s effort to scale up in Title I schools. The effort reflects what we call mutual adaptation in action.
Data from a 15-year, mixed-methods study of all 11 secondary schools in one British local authority demonstrate the value of adopting High Reliability Organization principles.
This analysis examines developmental evaluation as an approach to analyzing school improvement networks as “learning systems” able to produce, use, and refine practical knowledge in large numbers of schools.
This article describes the continuous improvement model used by the National Center on Scaling Up Effective Schools to boost performance among urban high schools.
This paper examines differences in students’ mathematics test score gains between charter and traditional public school classrooms, focusing on the distribution and organization of students into ability groups between sectors. Grounded in market and institutional theory, our multivariate analyses reveal that the increasing inequality in mathematics gains between high- and low-ability as well as between mixed- and low-ability students is a pattern that is prevalent not only in traditional public schools, but in charter schools as well.
We apply insights from recent scholarship on ideas as mechanisms for change to analyze the early diffusion of the charter management organization (CMO), a recent reform effort in the charter school movement. We argue that the CMO form benefited from and was advanced by widely held ideas underscoring the importance of scale.