This article conceptualizes “vanishment” as a form of school-based, state punishment through ethnographic stories from inside a juvenile detention center school.
When schools focus narrowly on issues of student achievement and other district priorities, they may limit their school’s potential in meeting the diverse needs of students, families, and communities. In this article, we examine how principals engage in activism and recognize and take advantage of political opportunities to facilitate social change in their communities.
This study examines how teachers’ perceived legitimacy of teacher evaluation policies influences changes in their instruction and which school supports shape such perceptions.
The purpose of this scoping review is to critically examine three kindergarten traditions––Reggio Emilia, Waldorf, and Montessori––to develop a common understanding of key tenets for kindergarten assessment. Each of these traditions provides important insights toward developmentally appropriate assessment practices that can be adapted (not directly applied) to standards-based contexts of education in the United States and elsewhere.
This study examined the relationship between career and technical education coursetaking (CTE) in high school and CTE in college. Analyses are broken down between 2- and 4-year colleges as well as across specific clusters of CTE.
This study examined whether older versus younger kindergarten entry age links to differences in academic achievement for children who start school with a disability. Older entrants with disabilities had many fewer instances of problem behaviors and higher instances of social skills compared to those children with disabilities who began school at a younger age, though these findings were short-run, with little evidence extending beyond first grade.
This study illuminates how African American parents whose children attended a racially diverse middle school made sense and came to terms with academic placement, neighborhood inequalities, and forms of agency.
This article reports an examination of school leadership organized as a network of formalized teacher-leader roles that blend teaching with instructional and managerial leadership. It argues that formal and embedded teacher-leader networks may have more potential to support teachers and school improvement than coaching roles or informally distributed leadership.
Using data from a national study of kindergartners who were followed up to the eighth grade, this article provides the first evidence for potential long-term consequences of ability grouping in the early grades. It examines the degree to which within-class ability grouping for reading instruction in kindergarten through third grade predicts reading test scores and English coursework up to the eighth grade.
Public colleges do not use the additional revenue gained from enrolling higher percentages of nonresident students (who typically pay higher prices) to make college more affordable for in-state students.
This study investigates the affordances of two contrasting pathways into teaching secondary mathematics through examining the recruitment, placement, and early career trajectories of 158 Grades 6–12 mathematics teachers who entered teaching via two preparation programs focused on staffing high-need schools in the same region.
To investigate if and how teachers connect student performance data to their instruction, researchers observed teams of 3-5th grade teachers, to make meaning of student performance data.
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.
This article examines classroom teachers’ perspectives on their role in engaging diverse parents, and their contradictory positioning in facilitating more egalitarian partnerships with families in the climate of high-stakes accountability within urban public schools.
This article examines why performance incentives have not worked in American schools. Using qualitative interviews and focus groups from teachers across North Carolina, we argue that performance incentives rest on a set of flawed assumptions about what motivates and improves teacher effectiveness.
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 article offers an alternative framework for understanding and evaluating community college student success based on the normative and interdisciplinary capabilities approach.
This study examines how data team members acted as boundary crossers to build school-wide capacity for data use and how they implemented an improvement plan.
Using in-depth interviews with 45 students, this article investigates the factors that keep students from completing community college credentials.
This article uses figured world theory to explore how college-bound youth construct college-going identities in an urban magnet high school.
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.
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.
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 synthesizes empirical results that are difficult to explain except in terms of a new theory of the racial achievement gap.