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Title
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Equity-Oriented Reform Amid Standards-Based Accountability: A Qualitative Comparative Analysis of an Intermediary’s Instructional Practices
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Abstract/Description
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Intermediary organizations increasingly provide support for schools serving marginalized students. Some attribute this trend to growing ideological support for market-based strategies to further the public good. This article investigates one intermediary that marketed equity-oriented instructional goals for schools serving high numbers of students of color and English Learners. Drawing on critical policy studies and political science, we analyze its behavior amid a high-stakes accountability environment, its reasons for adopting certain reforms, and the consequences for instruction. We use qualitative comparative analysis to show how policy forces shaped reforms and content in its schools, but not pedagogy specific to students of color or English Learners. We discuss the implications for the research on intermediaries and the democratic control of public education.
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Date
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2014
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In publication
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American Educational Research Journal
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Volume
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51
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Issue
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2
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Pages
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253-293
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Language
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en
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Open access/full-text available
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en
Yes
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Peer reviewed
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en
Yes
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ISSN
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0002-8312
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Citation
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Trujillo, T. M., & Woulfin, S. L. (2014). Equity-Oriented Reform Amid Standards-Based Accountability: A Qualitative Comparative Analysis of an Intermediary’s Instructional Practices. American Educational Research Journal, 51(2), 253–293. https://doi.org/10.3102/0002831214527335
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Abbreviation
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American Educational Research Journal
Critical Perspectives on the Contexts of Improvement Research in Education
Critical Perspectives on Educational Innovation and Improvement Science
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