Volume 122, Number 5, 2020
In this study, I provide initial quantitative evidence on the prevalence and impact of public school district secessions in a national context. I found that since 1995, dozens of districts across the country successfully seceded. These secessions generally serve to worsen racial/ethnic and socioeconomic inequities, particularly in the South.
In this study, the authors examine the initial quantitative evidence of changes in segregation disaggregated by race/ethnicity and income. Findings reveal that student experiences of racial/ethnic segregation depend on their family income. Results suggest that income accounts for an increasing share of racial/ethnic segregation between White and Black students and White and Hispanic students, but a decreasing share of Asian–White segregation.
This study explored how a dis/ability can be understood as a source of strength and mediate learning in a hybrid space. The notion of “opportunity encounters” is proposed to explain how bilinguals with dis/abilities can learn in-between languages, cultures, and also abilities.
School improvement planning can be a critical opportunity for educational leaders, especially those in low-performing schools, to devise goals and enact strategies that improve school performance. Our analysis of approximately 400 semester-long school improvement plans suggests that plans could better identify and articulate goals and their underlying rationales along with how specific strategies help schools meet those goals.
In this qualitative study, we used an adapted grounded theory approach to explore whether and how teachers’ perceived emotional practice mapped onto the existing emotional labor constructs (emotional display rules and emotional acting: surface and deep). We found that teachers perceived feeling rules in addition to display rules, and that teachers described both surface and deep acting, as well as another form of emotional acting: modulating the expressions of their authentic emotions, which we call modulated acting.
As neighborhoods across the country that have historically been home to residents of color experience an influx of White and middle-class residents, new questions arise as to whether these demographic shifts in neighborhoods correspond to school-level demographic changes. This quantitative analysis finds Washington, DC’s most rapidly gentrifying areas have experienced a reduction in racial segregation, more so in traditional public schools than in charter schools.
Relying on statewide survey data collected for the purposes of this study, we examined under what conditions preservice teachers feel as though they are graduating with adequate knowledge about chronic absenteeism and how to address absence issues in schools. Our findings suggest that preservice teachers who found their programs to be helpful, who felt supported by supervisors, and who found usefulness in their field placements also felt as though they had greater knowledge about chronic absenteeism and how to address it.
In this study, the authors examine the impact of recent changes in federal reporting of student racial/ethnic data, which, prior to 2008, required students to identify as belonging to a single race but now allow students to identify as multiracial. Findings reveal that this change problematizes research on trends in segregation and may lead to discrepant conclusions about the direction and magnitude of trends in segregation.
In this article, we explore the effects of an individualized learning plan (ILP) on students’ transition from secondary to postsecondary education. The evidence from this study suggests that students who complete ILPs are more likely to engage in postsecondary planning.
In this study, the authors use critical qualitative analysis to explain inequitable placement decisions for students with significant support needs. Critical geography is used as a framework to analyze students’ least restrictive environment statements to understand how access to general education is permitted or restricted.
In this study, the author examines educator beliefs about whether and when to refer English learners to special education, as well as how those beliefs manifest in the referral process for English learners. The author employs participant observation research methods to follows 16 English learners considered for referral to special education evaluation.
This paper examines how disciplinary disparities impact Girls of Color through their lived experiences, using an intersectional framework. The empirical question that guided this study was: What mechanisms propel and dispel disciplinary inequities for Girls of Color? Using a DisCrit lens and centering the voices of Girls’ of Color, our analysis revealed the ways discipline disparities were animated by inequitable academic and behavioral responses of teachers to classroom interactions. Further, Girls of Color embodied repositioning as ways of maintaining their integrity and individuality when experiencing academic and behavioral injustices. We conclude with major implications for school personnel: (a) academically, educators must reflect upon how ability is distributed and withheld in the classroom along racialized and gendered lines; and (b) behaviorally, positive behavior supports should be imagined and implemented through a race and gender conscious lens. Though we focus on classroom interactions, we also understand public schools, schools of education, and society all have a role to play in dismantling the school-prison nexus. However, classroom interactions continue to be identified as one source of disciplinary disparities in both quantitative and qualitative studies. Consequently, teachers have an opportunity to change their classroom practices to academically and behaviorally support Girls of Color.
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