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Articles 1 - 3 of 3
Full-Text Articles in Education
You Are Now Entering The School Zone, Proceed With Caution: Educators, Arbitration, & Children’S Rights, Raquel Muniz
You Are Now Entering The School Zone, Proceed With Caution: Educators, Arbitration, & Children’S Rights, Raquel Muniz
Arbitration Law Review
No abstract provided.
Orienting Schools Toward Equity: Subgroup Accountability Pressure And School-Level Responses, Rachel Garver
Orienting Schools Toward Equity: Subgroup Accountability Pressure And School-Level Responses, Rachel Garver
Department of Educational Leadership Scholarship and Creative Works
This article examines school-level responses to subgroup accountability pressure through an ethnographic case study of a school cited for failing to make adequate yearly progress for student subgroups. Concerns about the calculations and measures used to derive the citation and reservations about acting on accountability data delegitimized the citation and rendered the identified subgroups irrelevant to daily practice. Under district guidance, compliance with subgroup accountability was independent of the school's internal efforts to promote equity.
The Experiences Of Teachers At Southern California Continuation High Schools: Exposing The Barriers Within Alternative Education, Gabriela R. Ornelas
The Experiences Of Teachers At Southern California Continuation High Schools: Exposing The Barriers Within Alternative Education, Gabriela R. Ornelas
Pitzer Senior Theses
My project explores the role of teachers at Southern California continuation high schools as it relates to serving low-income students of color in the face of the institutional barriers within alternative education. My study focuses on the teachers’ career, interactions with students, and opinions on accessibility to resources and funding. I have examined their experiences through twenty in-depth, semi-structured interviews with teachers from three districts. My findings indicate that district members’ misconceptions of Latinx students as inherently deviant and academically unengaged drive institutional issues creating financial burden for which teachers are forced to compensate. My study highlights that continuation high …