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Restorative Justice in Education: A Content Analysis of US State Legislation From 2010 to 2020 教育中的恢复性司法:2010 - 2020年美国州立法内容分析
3区 教育学
Educational Policy Pub Date : 2023-09-26 DOI: 10.1177/08959048231198813
Jen K. Molloy, Ashley Trautman, Shareen Springer, Michael R. Riquino, Madeline Colson, Sarah E. Reese, Caroline Ross, Van Nguyen
{"title":"Restorative Justice in Education: A Content Analysis of US State Legislation From 2010 to 2020","authors":"Jen K. Molloy, Ashley Trautman, Shareen Springer, Michael R. Riquino, Madeline Colson, Sarah E. Reese, Caroline Ross, Van Nguyen","doi":"10.1177/08959048231198813","DOIUrl":"https://doi.org/10.1177/08959048231198813","url":null,"abstract":"This study sought to understand how state-level policies inform and promote the implementation of restorative justice in education (RJE). A content analysis of 60 laws revealed that definitions, structures, and supports varied greatly, causing us to question whether policies support a systematic implementation of RJE and how policies can prevent the misuse of RJE as an alternative system of punishment. We recommend that laws clearly define the paradigm shift underlying RJE, and provide sustained support to promote a realignment of policies and practices with attention to incorporating measures of accountability to larger values surrounding equity and justice.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134960195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Tale of Two Systems: Choice and Equity in the District of Columbia’s Charter Schools 两种制度的故事:哥伦比亚特区特许学校的选择与公平
3区 教育学
Educational Policy Pub Date : 2023-09-26 DOI: 10.1177/08959048231198816
Andrew Eisenlohr, Kate Kennedy, Katrina E. Bulkley, Julie A. Marsh
{"title":"A Tale of Two Systems: Choice and Equity in the District of Columbia’s Charter Schools","authors":"Andrew Eisenlohr, Kate Kennedy, Katrina E. Bulkley, Julie A. Marsh","doi":"10.1177/08959048231198816","DOIUrl":"https://doi.org/10.1177/08959048231198816","url":null,"abstract":"Advocates often predict that school choice policies will expand access to high-quality schools, particularly for marginalized communities. To interrogate this assumption, we employed a sequential mixed-methods analysis examining the state of charter reform in the District of Columbia. We observed that stakeholders consistently defined equity as uniform processes, evident in data distribution and enrollment practices. We also uncovered persistent disparities in where students live versus learn. We conclude that race-neutral conceptions of equity may hinder attempts to improve school access by ignoring structural inequalities tied to race, place, and income and by overlooking privileged households’ efforts to remain separate.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134960847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Unpacking Legal Advancements for Asian American Students: A Political Discourse Analysis of Illinois’s House Bill 376 亚裔美国学生的法律进步:伊利诺斯州众议院376号法案的政治话语分析
3区 教育学
Educational Policy Pub Date : 2023-09-20 DOI: 10.1177/08959048231198820
Taylor Masamitsu
{"title":"Unpacking Legal Advancements for Asian American Students: A Political Discourse Analysis of Illinois’s House Bill 376","authors":"Taylor Masamitsu","doi":"10.1177/08959048231198820","DOIUrl":"https://doi.org/10.1177/08959048231198820","url":null,"abstract":"In 2021, Illinois became the first state in the United States to require that K-12 students learn about Asian American history. Illinois achieved this when lawmakers passed House Bill 376 (H.B. 376), colloquially known as the Teaching Equitable Asian American Community History (TEAACH) Act. H.B. 376 received praise for being the first legislation of its kind, and its passage inspired similar bills in New Jersey, Connecticut, and Rhode Island. Given the bill’s influence, it is imperative to consider its language and utility. This critical policy analysis specifically investigates lawmakers’ employment of the term “Asian American.” The analysis ultimately argues that H.B. 376 is a necessary first step in breaking centuries of silence and dislocation for Asian Americans; however, the bill advances a social definition—or sociopolitical understanding—of “Asian American” that is potentially harmful.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136309285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Forced to Choose: Lessons Learned from Families of Students Within Special Education 被迫选择:特殊教育学生家庭的经验教训
3区 教育学
Educational Policy Pub Date : 2023-09-20 DOI: 10.1177/08959048231198814
Jennifer R. Cowhy, Molly F. Gordon, Marisa de la Torre
{"title":"Forced to Choose: Lessons Learned from Families of Students Within Special Education","authors":"Jennifer R. Cowhy, Molly F. Gordon, Marisa de la Torre","doi":"10.1177/08959048231198814","DOIUrl":"https://doi.org/10.1177/08959048231198814","url":null,"abstract":"In this interview study, we utilize a theoretical framework that combines Bell’s theory of choice sets with DisCrit to explore how parents of students with IEPs (SIEPs) experienced a forced school choice embedded with the 2013 mass school closures in Chicago. We find that a child’s disability was a primary factor in parent’s choices. Further, all parents in our sample had conceptions of ideal schools, but a child’s IEP and other barriers—including safety and transportation—could prevent parents from enrolling their child in an otherwise desired school. In this way a child’s IEP could provide access to needed services while also denying families from desired learning environments. These findings point to the ableist nature of school choice and contribute to the growing body of research that questions the theoretical underpinnings of school choice as an education reform strategy.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136309279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Conceptualizing State Re-Engagement With Public Higher Education 国家重新参与公立高等教育的概念
3区 教育学
Educational Policy Pub Date : 2023-09-12 DOI: 10.1177/08959048231198815
Barrett J. Taylor, Brendan Cantwell
{"title":"Conceptualizing State Re-Engagement With Public Higher Education","authors":"Barrett J. Taylor, Brendan Cantwell","doi":"10.1177/08959048231198815","DOIUrl":"https://doi.org/10.1177/08959048231198815","url":null,"abstract":"Three trends have characterized state policymaking for higher education in the 21st century: divestment, accountability, and race neutrality. These policy agendas are often justified as an attempt to optimize system efficiency and performance by making institutional actors (agents) responsive to the demands of state officials (principals). In this manuscript, we present quantitative evidence that these three policy initiatives have not achieved their stated purpose. We use contemporary social theory to explain why this is the case. Finally, we call for deeper re-engagement of states and their higher education systems in place of transactional and technocratic models.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135886299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Competency Based Education Pilot in Illinois: Preliminary Findings 伊利诺伊州能力教育试点:初步发现
3区 教育学
Educational Policy Pub Date : 2023-09-12 DOI: 10.1177/08959048231198819
Bob Blankenberger, Rob Kerr, Ty Dooley
{"title":"Competency Based Education Pilot in Illinois: Preliminary Findings","authors":"Bob Blankenberger, Rob Kerr, Ty Dooley","doi":"10.1177/08959048231198819","DOIUrl":"https://doi.org/10.1177/08959048231198819","url":null,"abstract":"In this study we employed regression analysis and between-group matched pair design to analyze whether participation in a competency-based education pilot was associated with improved high school completion and postsecondary entry. Data were obtained for high schools participating in a CBE pilot program in Illinois. Results of the matched pair design showed that CBE participation was significantly associated with higher rates of high school graduation for seniors across all groups with differences significant overall (97.2% for CBE vs. 93.1% for non-CBE), for White students (97.2% vs. 92.7%), and for students eligible for Free and Reduced Lunch (96.3% vs. 90.3%). Graduation rate for seniors was also higher for African American students and for Hispanic-Latinx students, but the differences were not statistically significant. In the matched pair design, CBE participation was not significantly associated with entry into college within 12 months of high school.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Child Education Rights Versus Parental Preferences: A Paradox Between United Nations Conventions and Alternative Schooling Methods 儿童受教育权与父母偏好:联合国公约与另类教育方法之间的悖论
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-09-07 DOI: 10.1177/08959048231198821
Tom Chiang, Caitlin Killian
{"title":"Child Education Rights Versus Parental Preferences: A Paradox Between United Nations Conventions and Alternative Schooling Methods","authors":"Tom Chiang, Caitlin Killian","doi":"10.1177/08959048231198821","DOIUrl":"https://doi.org/10.1177/08959048231198821","url":null,"abstract":"Alternative schooling has been staunchly advocated for by groups disillusioned by government-sponsored public schooling that want to take personal control of their children’s education. There are concerns, however, about nontraditional schooling options that do not meet standards that apply to public schools. The United Nations Convention on the Rights of the Child (CRC) specifies children’s fundamental educational rights. In the United States, this includes mastering basic English literacy and numerical abilities, as well as exposure to some scientific and historical knowledge needed to negotiate mainstream society. This paper focuses on how certain homeschooling and religious schooling practices run the risk of denying adolescents the right to the education necessary to work in the modern economy and achieve their potential. We argue that the United States should allow alternative schooling options but ensure that they conform to specific standards set by the state in order to meet the CRC goals.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"108 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76145234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Moving Toward Integration or Segregation? Racial Change in Suburban Public Schools 走向融合还是隔离?郊区公立学校的种族变化
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-06-30 DOI: 10.1177/08959048231178021
Kfir Mordechay, Fabian J. Terbeck
{"title":"Moving Toward Integration or Segregation? Racial Change in Suburban Public Schools","authors":"Kfir Mordechay, Fabian J. Terbeck","doi":"10.1177/08959048231178021","DOIUrl":"https://doi.org/10.1177/08959048231178021","url":null,"abstract":"Suburbs across the US are experiencing demographic shifts with consequences for suburban schools. While scholars have expressed concern about rising segregation among suburban public schools, we extend this work by examining changes in racial/ethnic school segregation across a typology of suburban municipalities in the Chicago-Naperville-Elgin metropolitan area between 2007 and 2018. Our findings are mixed- contingent on the measure of segregation employed. We find that Black-white and Hispanic-white segregation in mature suburbs is rising, but is at least in part driven by shifting demographics. The results suggest intra-suburban variation in segregation, highlighting the connection between race and neighborhood change.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"38 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78963912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Equitable Compensation to Attract and Retain Qualified Teachers in High-Need Alaska Public Schools 公平补偿以吸引和留住高需求阿拉斯加公立学校的合格教师
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-06-23 DOI: 10.1177/08959048231174883
M. Berman, D. DeFeo
{"title":"Equitable Compensation to Attract and Retain Qualified Teachers in High-Need Alaska Public Schools","authors":"M. Berman, D. DeFeo","doi":"10.1177/08959048231174883","DOIUrl":"https://doi.org/10.1177/08959048231174883","url":null,"abstract":"Measuring the appropriate level of teacher compensation for different working conditions requires overcoming a number of empirical challenges, including defining and measuring differences in qualifications, effects of non-wage compensation, financial constraints, and lack of market clearing. We address those challenges in a study of teacher compensation in Alaska’s 462 public schools in 53 districts. Each of our three linked empirical specifications produces a set of different compensation adjustments needed to offset differences in working conditions across schools and communities. However, an overall pattern is clear: if districts wish to attract and retain teachers of similar qualifications across all schools, schools serving mainly racially minoritized and low-income populations will need to pay substantially more than they currently do. Estimated required compensation adjustments are quite large in some cases, illustrating the need to address working conditions and other factors that affect teachers’ choices to accept and stay in jobs at high-need schools.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"27 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83790295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Collective Bargaining Agreement Restrictiveness in Unionized Charter Schools 工会特许学校的集体谈判协议限制
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-06-14 DOI: 10.1177/08959048231178024
Bradley D. Marianno, David S. Woo, K. Kennedy
{"title":"Collective Bargaining Agreement Restrictiveness in Unionized Charter Schools","authors":"Bradley D. Marianno, David S. Woo, K. Kennedy","doi":"10.1177/08959048231178024","DOIUrl":"https://doi.org/10.1177/08959048231178024","url":null,"abstract":"Although charter schools are frequently afforded flexibility from many state laws that govern traditional public schools, a growing number of charter school teachers have now unionized and introduced collective bargaining to the charter sector. Using data from a detailed content analysis of teacher CBAs from California, we compare the restrictiveness of CBAs in 75 unionized charter bargaining units to the restrictiveness of CBAs in 31 nearest neighbor traditional public school district bargaining units. We find that independent charter CBAs are much more flexible than the CBAs of traditional public school districts, but charter school CBAs of bargaining units combined with traditional public school districts are comparably restrictive.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"70 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90375828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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