In this study, we build on social movements theories to examine the social base – sociodemographic and motivations – of the opt-out movement in the United States, as well as whether this social base changed over time.
This article examines the actor coalitions and discourse coalitions that have propelled the opt-out movement in the state of New York—the movement’s epicenter with the highest opt-out rate in the United States.
I examine how the public-facing work of NYSAPE addressed (or ignored) race and/or racism in their efforts to resist high-stakes testing. I also ask, in what ways do their public stances affirm and reinforce white privilege and power?
In this editorial, the authors situate the opt-out movement in the broader context of resistance to the global educational reform movement and its specific playing out in the USA in relation to the opt-out movement. The editors review the 11 articles and commentary and discuss the contributions of the collection as a whole to the literature. They note the contribution of the special issue to the literature on the application of social movement theory to educational politics and the literature on resistance to the global education reform movement.
This case study explores efforts to legalize opting-out of standardized testing by examining the opt-out movement leadership’s demographics, rhetoric, and underlying conservative discourse represented in the political spectacle of the Arizona state legislative process.
This article uses integrative policy implementation theory to interpret the shifting national, state, and local factors that led to almost 20% of the test-eligible students in New Jersey to opt out of the state’s test in 2015.
This article shares analytical portraits of three prominent activists in the Opt Out Florida Network to counter dominant narratives of the nationwide movement. These more nuanced accounts suggest that rather than acting on selfish, neoliberal desires, parents and teachers engaged in opt-out activism are mobilized by a belief in citizenship as shared fate.
This article draws on social media data to analyze how participants in the opt-out movement frame issues related to standardized testing and accountability and traces the development of frames over time.
This study examines how ideologically diverse participants in the Ohio opt-out movement utilized social media to support their activism.
This article examines the political consequences of the opt-out movement in four New York school districts.
Over the last five years, approximately 50% of the students in Nassau and Suffolk counties on Long Island have opted out of the yearly standardized tests, third through eighth grade, and 20% across New York state. This article focuses on two grassroots organizations—New York State Allies for Public Education (NYSAPE) and Long Island Opt Out (LIOO)—and the two parents who have been central to the organizations’ success and the strategies and tactics that the two organizations have adopted to achieve such a high opt-out rate in New York.
This article explores the impact of Blocks, an innovative partnership between the teacher education program at New Mexico State University (a Hispanic-serving institution) and local schools. Unlike many university–school partnerships, Blocks is strategically designed to be mutually beneficial to both institutions, to level traditional hierarchies among professors and classroom teachers, and to provide candidates with an extended and integrated experience between methods coursework and classroom practice.
Using semistructured interviews, this article explores the cognitive and behavioral shifts that occur among educators who pursue a continuous improvement practice, and the organizational conditions and factors that enable such shifts.
This study examines the social supports (i.e., family, English teachers, and peers), and the personal resources (i.e., college aspirations, persistence in learning academic literacies, and racial consciousness) to which eight young African American men attributed their success in AP English coursework at a suburban high school.
This article examines how teachers and students make meaning of their experiences transitioning away from high-stakes standardized tests to project-based assessment tasks (PBATs) and specifically considers the role that PBATs might play in shaping school culture. Drawing from three years of data collection at 10 New York City public high schools new to the Consortium, we discern how students and teachers negotiate this shift, paying attention to the ways in which PBATs fostered transformative and humanizing pedagogies and practices.
We analyze how Vergara v. California, a case that challenged five California state statutes that provide employment protections for teachers, was presented in print news media. Our analysis suggests that although Vergara v. California ultimately did not change the policies that govern teachers’ employment in California, it may have been more successful at challenging the relatively advantaged social construction of teachers.
Drawing on ecological systems theory to study chronic absenteeism, the authors identify the association between student, neighborhood, and school factors and chronic absenteeism in Detroit, as well as between macro-level structural and environmental conditions and citywide chronic absenteeism rates in large U.S. cities. The authors’ findings suggest the need for coordinated, ecosystemic policy interventions that address structural and environmental barriers to attendance, along with school-based efforts that more immediately support students and their families.
This study examines whether the delivery location of dual enrollment (DE) impacts students’ college preparation and first-year academic momentum in college. Using inverse probability weighted regression adjustments to estimate the treatment effects, we found that taking DE course(s) on a college campus largely does not contribute to students’ college readiness and accumulation of academic momentum when compared with their peers who took DE course(s) elsewhere.
Drawing from a larger qualitative study of writing and play in a kindergarten classroom, this article analyzes the ways children subvert the authority of the teacher, curriculum, and/or school-approved topics in writing workshop—a seemingly innocuous time set aside for “real” writing and storytelling. Following children’s interest in horror genres, the author examines how children cultivate spaces of experimentation and affect, where “scary” ideas lead to intertextually rich stories where both symbolic (e.g., print, drawing) and contextual ideas (e.g., horror, realistic stories) are poached from the local and broader culture, media, and school literacy.
In this article, I narrate and analyze fort building pedagogies from early childhood methods courses I have taught over the past five years as a way to awake embodied literacies of play in preservice and in-service teachers. I explore how fort building itself offers a story beyond that of the commodification and neoliberalization of schooling.
This article documents the power of multimodal feedback in a K–1 storytelling workshop unit. The children in this study developed and demonstrated writing strategies through peer feedback during share time, most powerfully in the form of copying one another. The author argues that supporting multimodal expression and feedback can enrich the literacy curriculum in early-grades classrooms.
This study contributes to larger conversations about how children use play to make schooled writing personally meaningful and build upon their (digital) funds of knowledge. The author uses a descriptive case study design and ethnographic methods to examine how one child exemplified creative language play. Specifically, the author considers how the child used his physical play in the virtual world of Minecraft to invoke creative language play as a tool within the standardized curriculum. This study calls attention to the connection between children’s lived experiences and play in digital spaces—as physical acts enacted through screens—and their relation to, and being evidenced in, schooled writing. In turn, the author encourages a rethinking of what it means for adults to maintain clear lines between what is digital play and what is not. Further, she argues for the importance of cultivating a space for children to build on what was previously familiar to them by offering scaffolds to bridge these experiences between what we, as adults, understand as binaries.
In a world filled with animated films, television, video games, smartphone applications, and digital media texts, this article investigates the implementation of a curricular framework for play-based makerspaces. By exploring how a third-grade classroom, preservice elementary education students and preservice secondary E/LA teachers approached their own media productions, this study illuminates how collaborative, digital-storytelling affords participants to respond critically, productively, and multimodally, as well as highlights the implications for K-12 classrooms and teacher education literacy courses.
This article explores the way multimodal production processes afforded playful literacy practices in two very different classrooms: one 6th-grade class engaging in the creation of podcasts, and one 8th-grade class painting a scene from a recently read novel. Two focal play assemblages emerged, foregrounding play as craft and work-play flows.
Drawing upon data from a multiyear case study, this article explores the role of play in teacher education as novice literacy educators from margins toward center through approximations of practice. Play, it is argued, supports preservice teachers in developing a tolerance for complexity, which has implications for both their teaching as well as their development as educators.