Authority over Power in English Learner Accountability Policies: Maintaining a National Role within a Context of Local Control

Autor/inn/en	Flores, Nelson; Saldívar García, Erica; Edgerton, Adam
Titel	Authority over Power in English Learner Accountability Policies: Maintaining a National Role within a Context of Local Control
Quelle	In: Education Policy Analysis Archives, 31 (2023) 46, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Flores, Nelson) ORCID (Saldívar García, Erica) ORCID (Edgerton, Adam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English Language Learners; Accountability; Educational Policy; Attribution Theory; Academic Standards; Educational Change; School District Autonomy; Educational Legislation; Elementary Secondary Education; Federal Legislation; Language Proficiency; Common Core State Standards; English (Second Language); Language Tests; Texas; Kentucky; Ohio; Texas English Language Proficiency Assessment System (TELPAS) + Suchen Sie Ihr Suchwort? Verantwortung; Politics of education; Bildungspolitik; Bildungsreform; School district; School districts; Autonomy; School autonomy; Schulautonomie; Bildungsrecht; Schulgesetz; Bundesrecht; Language skill; Language skills; Sprachkompetenz; Common core curriculum; Curriculum; Kerncurriculum; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest
Abstract	Pushback against the perceived federal overreach into educational reform has led to renewed calls for a return to local control of schools. In contrast to this general trend, there has continued to be a strong national role for English learner (EL) accountability policies related to EL identification, monitoring and reclassification processes. In this article, we seek to bring attention to the historical development and contemporary instantiation of these EL accountability policies. The general accountability system has typically focused on coercive strategies connected to rewards and sanctions. In contrast, the EL accountability system has typically focused on harnessing the expertise of research to provide increasingly specific guidelines for how to meet federal mandates related to supporting students officially classified as ELs. This approach may help explain how national actors have been able to maintain an active role in shaping these policies without being perceived as a threat to local control. We conclude with implications for national educational actors interested in using authority to shape other areas of educational policy as well as possible limitations of this approach. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01