Counter Engagement: Parents Refusing High Stakes Testing and Questioning Policy in the Era of the Common Core

Autor/inn/en	Abraham, Stephanie; Wassell, Beth A.; Luet, Kathryn McGinn; Vitalone-Racarro, Nancy
Titel	Counter Engagement: Parents Refusing High Stakes Testing and Questioning Policy in the Era of the Common Core
Quelle	In: Journal of Education Policy, 34 (2019) 4, S.523-546 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abraham, Stephanie) ORCID (Luet, Kathryn McGinn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2018.1471161
Schlagwörter	Common Core State Standards; High Stakes Tests; Resistance (Psychology); Public Education; College Readiness; Career Readiness; Letters (Correspondence); Academic Standards; Performance Based Assessment; Activism; Administrators; Standardized Tests; Parent Participation; Advocacy; Change Agents; Educational Change; Middle Class; Whites; Mothers; Family Involvement; Social Media; Negative Attitudes; Educational Legislation; Federal Legislation; Conflict; Parent School Relationship; Power Structure; New Jersey + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; Resistenz; Öffentliche Erziehung; Brief; Leistungsermittlung; Aktivismus; Politischer Protest; Standadised tests; Standardisierter Test; Elternmitwirkung; Sozialanwaltschaft; Bildungsreform; Mittelschicht; White; Weißer; Mother; Mutter; Soziale Medien; Negative Fixierung; Bildungsrecht; Schulgesetz; Bundesrecht; Konflikt; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	This study is a critical discourse analysis of the New Jersey Opt-Out Movement. In 2015, and in response to the increasing standardization of US public school instruction, and over-use of high-stakes testing, NJ parents began to refuse to allow their children to take a key end-of-the year exam, the PARCC. We employ the concepts of master and counter narratives to exam the qualitative data that was collected in an online-questionnaire, a focus group, and refusal letters. We argue that these parents have refused this exam for their children based on differing reasons, that parents effectively changed the master narrative of the PARCC to grow their movement, and their refusal letters were key in promoting a new counter narrative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01