A critical policy analysis of Texas’ Closing the Gaps 2015

This critical policy analysis uses critical race theory to provide a counter narrative to the P-16 initiative in Texas known as Closing the Gaps 2015. Findings indicate that while these reforms aim to increase educational access and achievement for people of color, they fall short of addressing systemic inequities such as enduring segregation and unconstitutional school finance policy. Using Texas as a case study illumines the ways the growing number of P-16 councils throughout the US might adapt and improve policy development and implementation to more adequately address educational inequities across racial, ethnic, and linguistic groups. The article closes with recommendations for Texas’ reiteration of Closing the Gaps 2015, titled 60x30TX, currently in revision to guide state education goals in 2016-2030

Uma análise crítica da política de Texas fechando a brecha de 2015

This critical policy analysis uses critical race theory to provide a counter narrative to the P-16 initiative in Texas known as Closing the Gaps 2015. Findings indicate that while these reforms aim to increase educational access and achievement for people of color, they fall short of addressing systemic inequities such as enduring segregation and unconstitutional school finance policy. Using Texas as a case study illumines the ways the growing number of P-16 councils throughout the US might adapt and improve policy development and implementation to more adequately address educational inequities across racial, ethnic, and linguistic groups. The article closes with recommendations for Texas’ reiteration of Closing the Gaps 2015, titled 60x30TX, currently in revision to guide state education goals in 2016-2030.Este análisis de crítico de políticas utiliza la teoría racial-crítica para proporcionar una narrativa en contra de la iniciativa de P-16 en Texas conocida como cerrando las brechas 2015. Los resultados indican que, si bien estas reformas tienen como objetivo aumentar el acceso y logros educativos para minorías raciales y étnicas, no consiguen  abordar las desigualdades sistémicas y duraderas como la segregación y la política inconstitucionales de financiamiento educativo. El uso de Texas como un caso de estudio ilumina los caminos del creciente número consejos escolares en todos los EE.UU. podría adaptar y mejorar el desarrollo y aplicación de políticas para abordar de manera más adecuada las desigualdades educativas entre los grupos raciales, étnicos y lingüísticos. El artículo concluye con recomendaciones para el nuevo programa en Texas cerrar las brechas 2015 titulado, 60x30TX, actualmente en revisión para guiar a las metas educativas 2016-2030.Esta análise crítica de políticas usa teoria racial-crítica para fornecer uma narrativa contra a iniciativa P-16 no Texas conhecida como fechando as brechas de 2015. Os resultados indicam que, enquanto estas reformas visam aumentar a acesso e logros educativos para minorias raciais e étnicas, não conseguem resolver desigualdades sistêmicas e duráveis  como segregação e políticas inconstitucionais de financiamento da educação. Usando Texas como um estudo de caso ilumina os caminhos que um grande número de escolas em todo os EUA poderia adaptar para melhorar o desenvolvimento e implementação de políticas para tratar de forma mais adequada as desigualdades educacionais entre os grupos raciais, étnicos e linguísticos. O artigo conclui com recomendações para o novo programa no Texas fechando as brechas de 2015 intitulado, 60x30TX, atualmente em revisão para orientar os objetivos educacionais 2016-2030

A COMPARATIVE CASE STUDY OF THE RELATIONSHIPS BETWEEN POLICY CONTEXT, DESIGN, AND IMPLEMENTATION OF P-20 EDUCATIONAL REFORM MOVEMENTS IN TEXAS AND TENNESSEE

More people are striving for increased levels of educational attainment as a result of a global shift towards a more knowledge based economy. Schools and communities have adjusted to this societal change by seeking alignment along the educational pipeline from preschool (P) to graduate school (20), otherwise known as P-20 reform. This reform often develops with the collaboration and guidance of specific P-20 leadership councils that exist at both the local and state levels. The main purpose of this qualitative study was to go beyond the mere descriptions of P-20 councils to examine the policy pathways chosen by P-20 councils, specifically the relationship between policy context, design, and implementation of P-20 reform. Texas and Tennessee were selected as case sites for a cross comparison policy analysis that utilized interviews and document analysis to examine leadership and contextual influences to the reform, with a focus on state and local P-20 councils. An interpretive theoretical framework helped garner the meaning-making of policy leaders throughout the movement’s existence, while Kingdon’s multiple streams model helped organize the episodic nature of policy. Findings showed varied approaches within and between states leading to mixed levels of sustained P-20 councils and leadership. Finally, best practices for P-20 councils are shared as the problems P-20 seeks to address continue to persist and the P-20 movement adapts to a changing local and national context focused on college and career readiness

How families from gentrifying neighborhoods can help break the cycle of school segregation

Those who traditionally attend racially similar schools tend to seek out a similar environment for their own children, a trend which can reinforce school segregation. Genevieve Siegel-Hawley, Stefani Thachik and Kim Bridges have studied families in a gentrifying neighborhood, finding that many who came from privileged backgrounds wished to send their own children to public schools and to invest in them in order to demonstrate their commitment to the neighborhood