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Friday, November 18 • 8:00am - 9:10am
Critical Analyses of State and Federal Policy Initiatives

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Participants:

A Paradox of High-Achievement: Implementing Race to the Top (RTTT) Policies in a High-Achieving School District. Dean L. Ramirez, University at Buffalo, SUNY

The threat-rigidity hypothesis suggests that when faced with a threat, organizations may
close down, reduce information ow, engage in poor decision making, and limit divergent views. This mixed-method study evaluated Trust, Leadership, and Threat-Rigidity facets in a historically high-achieving school district during a time of change. The results of this study suggest that administrators need to understand the culture and climate of a school district when implementing federal/state policies.

Another (Un)Funded Mandate: Lessons Learned From Race to the Top in a Phase 3 Winner State. Anjalé Welton, Yolanda Davis (University of Illinois at Urbana-Champaign)

Race to the Top was designed with the assumption that grant “winners” would have the capacity to see their initiatives through. However, we question whether Phase 3 “winners” were actually “winners,” given they were faced with implementing the reform with much less nancial support to do so. Within this context, we focus on Illinois to understand how district leaders both made sense of and implemented the policy.

Colonizing/Decolonizing Policies in Native American Education: Rhetoric vs. Reality in ESSA Title VI. Michael R. Scott, University of Texas at Austin

This paper examines the Title VI provision of the Every Student Succeeds Act, which provides additional resources for Native American students, and its application within a school program. By applying the Deleuzian concept of assemblage as a postqualitative method, the policy and the related program operating within a neoliberal and neocolonial framework are interrogated. Promoting the decolonization of students, an engagement with the policy assemblage shows that its performance opposes its intent.

What Are We Really Guaranteeing: Ohio’s Third-Grade Reading Guarantee Quagmire. Andrew Saultz, Laurie Banks (Miami University)

This study analyzes Ohio’s Third Grade Reading Guarantee (TGRG) to evaluate how district of cials implemented the policy. We build off research that describes how administrators might respond to new demands: bridging and buffering. We use statewide reading test scores and administrative data from one medium-sized district. We find significant evidence that administrators in this district are buffering students and teachers from the TGRG.

The Politics of State Testing Policy: Understanding the Opt Out Movement Through Political Spectacle. Michael A. Szolowicz, University of Arizona

Some parents are refusing to allow their schoolchildren to take the standardized tests; they are “opting out.” This policy-centered case study examines the issues generated
in one state legislature from the Opt Out movement’s 2-year effort to change state standardized testing law. The study uses the theory of political spectacle as a framework for understanding how certain interests are represented in state policy formation and how leaders can influence state policy.



Friday November 18, 2016 8:00am - 9:10am
Detroit Marriott at the Renaissance Center: Floor 5 - Joliet A

Attendees (18)