Policy rhetoric vs. practiced reality: A critical case study of Grow Your Own teacher programs

Abstract

This study investigates the design and implementation of a Grow Your Own (GYO) school district-university partnership in a midwestern U. S. city. Drawing on a qualitative case study approach, I conducted interviews with 11 policy actors and analyzed key policy documents to examine the alignment between program goals and actual practices. While the program offers valuable supports such as mentorship and financial assistance, the findings reveal mismatches regarding partners’ understanding of problem identification, policy intentions, implementation, and outcomes. Some of the challenges faced by the program include attention to district-level inequities, inconsistent preparation in culturally responsive teaching, and limited induction support. Political pressures and unstable funding further threaten program sustainability. The study recommends strengthening community-based partnerships, adopting transparent placement practices, and embedding ongoing reflection in curricula and support structures.