This article offers an alternative framework for understanding and evaluating community college student success based on the normative and interdisciplinary capabilities approach. The author uses a top-down/bottom-up process to analyze data from a large-scale student e-survey, student interviews, and reviews of the community college and capabilities approach literatures to generate an empirical list of community college capabilities that speak to the many ways in which community colleges contribute to an individual’s ability to achieve what they value in life.
The present study determined how data team members acted as boundary crossers in order to build school-wide capacity for data use and the implementation of actions related to the improvement plan they developed.
Using in-depth interviews with 45 students, this article investigates the factors that keep students from completing community college credentials. It demonstrates that students’ success is hindered by two interrelated forms of insecurity—institutional precarity at community colleges and precarity in students’ lives—that cause students to deviate from their paths to completion.
This article uses figured world theory to explore how college-bound youth construct college-going identities in an urban magnet high school. The study describes how the magnet program socialized students to choose between the identity archetypes of “a ditcher and a scholar” and, in so doing, inadvertently inflated students’ sense of their college readiness.
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.
This article describes how policy actors used different types of evidence in college completion policymaking in Texas. The article also reports on the role intermediary organizations played in this policy process and reveals a new tactic these groups use to supply information to higher education stakeholders and policymakers: shaming institutions and states into improving college completion rates.
This article reviews 25 years of race-evasive White teacher identity studies between 1990 and 2015. Using the framework of colorblind racism and the method of the synoptic text, this review historicizes and synthesizes White teacher identity studies’ race-evasive dimension.
This study examines whether test motivation differs by student subgroup, and if those differences may introduce bias into achievement gap estimates.
This article synthesizes empirical results that are difficult to explain except in terms of a new theory of the racial achievement gap.
This two-phase mixed methods study quantitatively analyzes whether the misalignment between kindergarten teachers’ ideal and actual instructional priorities impacts their job satisfaction. Authors then explore factors that may contribute to job satisfaction even for highly misaligned teachers.
This study reports the prevalence of reform-aligned mathematics instruction in a sample of 1,735 lessons from 329 elementary teachers in five U.S. urban districts. We also illustrate the range of instruction in this sample by presenting case studies of teaching at high, medium, and low levels of reform alignment.
This study examined how elementary teacher appraisals of their classroom environment contribute to their risk for stress in the context of individual, classroom, and school characteristics, as well as state-level policy factors. Further, this study looked at how these factors are associated with teachers’ occupational stress, burnout, and commitment to teaching.
Undocumented undergraduates are a growing population in the United States. Despite being shut out from many resources such as access to federal financial aid and social services, many are thriving by contributing to their families and communities. Through mixed methods, this paper examines the family and community responsibilities of a sample of N = 797 Latino undocumented undergraduate student survey respondents along with three portraits of qualitative visual and verbal narratives.
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 study analyzes how women, underrepresented minority, and non-tenure-track faculty understand and describe professional legitimacy. It also explores the challenges these groups experience in trying to obtain legitimacy from colleagues that they attribute to their gender, race, or appointment type. The authors provide recommendations to create inclusive academic work environments for all three groups.
Policy makers have to ensure that federal programs align with the needs of underserved communities. For this reason, this article examines the impact that the Every Student Succeeds Act could have on African American students’ access to mental health support services in PreK–12 schools.
This article focuses on the Every Student Succeeds Act, which stipulates numerous provisions for supporting science, technology, engineering, and mathematics (STEM). Authors reviewed the provisions in five areas pertinent to STEM and presented recommendations to support access, equity, and achievement in STEM content areas.
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.
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.