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Articles
by Bryan Mann & Stephen Kotok — 2019

by Hajime Mitani — 2019
This study examines the impact of No Child Left Behind sanctions on principal turnover using longitudinal administrative and detailed school-level assessment and adequate yearly progress data from the Missouri Department of Elementary and Secondary Education. It finds that inexperienced principals and those serving a large number of high-needs students are more likely to leave their schools when they face the sanctions.

by Julia McWilliams & Erika Kitzmiller — 2019
This article examines 30 recent school closures in Philadelphia to explain how such closures have become yet another policy technology of Black community and school devaluation in the United States.

by Jennifer Ng, Donald Stull & Rebecca Martinez — 2019
In recent decades, federal policymakers 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, the authors examine the applied logic of this comprehensive reform initiative and its impact in practice.

by Toby Park, Chenoa Woods, Shouping Hu, Tamara Bertrand Jones, Oguzcan Cig & David Tandberg — 2018
In this article, the authors 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.

by Jemimah Young & Ramon Goings — 2018
This introduction provides an overview of the theme of this yearbook.

by Floyd Beachum — 2018
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.

by Donald Easton-Brooks, Derrick Robinson & Sheneka Williams — 2018
This article examines the challenges facing schools at the teacher and leadership levels as districts engage in more diverse environments.

by Michelle Salazar Pérez — 2018
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.

by Dorothy Hines, Robb King Jr. & Donna Ford — 2018
In this article, the 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, the authors determine the percentage of inequitable overrepresentation of Black girls and Black boys for in-school and out-of-school suspensions.

by Venus Evans-Winters, Dorothy Hines, Allania Moore & Teresa Jones — 2018
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.

by Keisha Allen, Julius Davis, Renee Garraway & Janeula Burt — 2018
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.

by Katherine Cumings Mansfield, Stacey Rainbolt & Elizabeth Fowler — 2018
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.

by D. Brent Edwards Jr. & Stephanie Hall — 2018
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.

by Ethan Ris — 2018
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.

by Benjamin Superfine & David Woo — 2018
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.

by Jane McCamant — 2018
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.

by Lori Delale-O'Connor — 2018
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.

by Kimberly Lechasseur — 2017
This study examines the ways in which district-community partnerships establish and sustain legitimacy with multiple constituencies over time.

by Viviane Robinson, Linda Bendikson, Stuart McNaughton, Aaron Wilson & Tong Zhu — 2017
This article investigates the relationship between the coherence of school improvement efforts and changes in student achievement on national examinations.

by Lewis Wasserman & John Connolly — 2017
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.

by Vicki Collet — 2017
This article investigates the use of lesson study and its impact on teachers and students in a time of tension and high-stakes accountability.

by Jennifer Russell, Anthony Bryk, Jonathan Dolle, Louis M. Gomez, Paul Lemahieu & Alicia Grunow — 2017
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.

by Celia Anderson, Erika Bullock, Beverly Cross & Angiline Powell — 2017
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.

by Thomas Smith, Marisa Cannata, Lora Cohen-Vogel & Stacey Rutledge — 2016
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.

by Joseph Murphy — 2016
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.

by Leslie Siskin — 2016
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.

by Sam Stringfield, David Reynolds & Eugene Schaffer — 2016
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.

by Donald Peurach, Sarah Lenhoff & Joshua Glazer — 2016
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.

by Lora Cohen-Vogel, Marisa Cannata, Stacey Rutledge & Allison Socol — 2016
This article describes the continuous improvement model used by the National Center on Scaling Up Effective Schools to boost performance among urban high schools.

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Book Reviews
by Anthony J. Dosen & Barbara S. Rieckhoff (Eds.)
reviwed by Martin Scanlan — 2018

by Shelley Wong, Elaisa Sánchez Gosnell, Anne Marie Foerster Luu, & Lori Dodson (Eds.)
reviwed by Bruce Collet — 2018

by Iris C. Rotberg & Joshua L. Glazer (Eds.)
reviwed by Anna Egalite & M. Daniela Barriga — 2018

by Zachary W. Oberfield & Jeffrey R. Henig
reviwed by Jason Giersch — 2018

by Ruth Carbonette Yow
reviwed by Kristen Duncan — 2018

by Marla Brettschneider, Susan Burgess, & Christine Keating (Eds.)
reviwed by Matt Brim & Melissa Maldonado-Salcedo — 2018

by Coby Meyers (Ed.)
reviwed by Rachel Durham — 2018

by Johann N. Neem
reviwed by Brian Gibbs — 2018

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