The Multiple Meanings of (In)Equity: Remaking School District Tracking Policy in an Era of Budget Cuts and Accountability

Autor/inn/en	Turner, Erica O.; Spain, Angeline K.
Titel	The Multiple Meanings of (In)Equity: Remaking School District Tracking Policy in an Era of Budget Cuts and Accountability
Quelle	In: Urban Education, 55 (2020) 5, S.783-812 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916674060
Schlagwörter	Budgets; Retrenchment; Track System (Education); Gifted; Equal Education; Achievement Gap; Accountability; Educational Change; Educational Administration; Urban Schools; Case Studies; Administrator Attitudes; Academic Achievement; Elementary Secondary Education; Kindergarten; Educational Policy; Policy Analysis; Politics of Education; Parent Attitudes; Wisconsin + Suchen Sie Ihr Suchwort? Finanzhaushalt; Leistungsgruppe; Leistungsdifferenzierung; Begabter, Hoch Begabter; Verantwortung; Bildungsreform; Bildungsverwaltung; Schuladministration; Schulverwaltung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Case study; Fallstudie; Case Study; Schulleistung; Politics of education; Bildungspolitik; Politikfeldanalyse; Educational policy; Elternverhalten
Abstract	How do school district administrators make sense of educational equity as they undertake reform? This study examines tracking policymaking in two urban school districts. Using case studies and an interpretive approach, the study highlights school district leaders' shifting ways of making sense of tracking and (in)equity while facing achievement gaps, accountability pressures, budgets cuts, and support for tracking. Even after the emergence of powerful opposition, we find that district administrators continued to rethink the meaning of equity in relation to tracking and they pursued policies that expanded access to high-track classes and gifted education. While potentially widening educational opportunity, these moves fundamentally reinscribed the inequity of tracking in their schools. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01