Volume 123, Number 6, 2021
This paper illustrates the usefulness of racial capitalism for theorizing the Black student debt crisis. The authors historicize, contextualize, and examine the racial logics and systemic factors which arrange educational opportunity into a racial debt trap that generates profit at Black peoples’ expense.
This article studies The Degree Project: the first randomized control trial of a promise program in America. It draws upon literature on messaging, sensemaking, and implementation to understand why The Degree Project effectively increased student desire and aspirations for college, but was ineffective in sending more students to college.
The “school quality or student success” accountability indicator required by the Every Student Succeeds Act provides states an opportunity to develop non-test-based accountability measures. Most states are taking a limited and cautious approach, although some states, often with a liberal policy tradition, are giving greater emphasis to the development of multiple measures for school accountability.
This multivariable regression analysis of one private school finds that, despite minimal disparities upon admission, racial, gendered, and socioeconomic disparities emerge in multiple measures of achievement by the time of graduation.
Kindergarten has fundamentally changed as a result of policymakers’ standard-based accountability reforms, and this has led to the academic shovedown of content into the early childhood grades and increased testing. Such change highlights the need to understand how kindergarteners themselves make sense of what this grade level has become, and in this article, we address this issue by illuminating insights shared by kindergarteners about their experiences in contemporary kindergarten, and the impact on their conceptions of themselves as learners.
This study examines how teacher educators in a networked improvement community engage with a central tension in order to generate a shared network aim.
Intergroup dialogue (IGD) is a prominent social justice pedagogy that engages diverse groups of students in sustained, facilitated dialogues on social issues. Grounded in decades of IGD and student development research, this study analyzes how students’ developmental capacities and dispositions influenced their engagement in and experience of IGD, illuminating implications for IGD curriculum, facilitation, and facilitator training.
The purpose of this study has been to explore the process of one teacher educator inquiry group that has lasted nearly 30 years, and which has sought to enact Dewey’s (1916) notion of education: “that reconstruction or reorganization of experience that adds meaning to experience and increases ability to direct the course of subsequent experience.”
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