Recent Articles


Administrators’ unintentional sensegiving and system reform outcomes
Lok-Sze Wong
One popular diagnosis for the problem of inequitable educational opportunities is the need for schools and schooling systems to undergo systemic change. While research shows that leadership support is essential for implementing system reforms, critical questions remain about how leaders help shift other’s understandings and practices. Employing the theory of sensegiving, this longitudinal,...

The resegregation of public schools? Examining Parents Involved in practice
Craig De Voto, Meredith L. Wronowski
This study investigated the efficacy of race-neutral student assignment policies following the 2007 Supreme Court decision in Parents Involved. Highlighting one urban school district—Chicago Public Schools—we examined differences in racial composition at their elite, “selective enrollment” high schools before and after voluntary race-based policies became unconstitutional. Using repeated...

The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities
David E. DeMatthews, David S. Knight
State accountability systems have been a primary school reform initiative in the U.S. for the past twenty years, but often produce unintended negative consequences. In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS) which included an accountability indicator focused on the percentage of students found eligible for special...

Troubling the master narrative of “grit”: Counterstories of Black and Latinx Students with dis/abilities during an era of “high-stakes” testing
Adai Tefera, David Hernández Saca, Ashlee Lester
In this study we trouble the notion of “grit” and “high-stakes” testing by focusing on the experiences and perspectives of Black and Latinx students labeled with dis/abilities with the California High School Exit Exam (CAHSEE). Through interviews, focus groups, and classroom observations with 15 Black and Latinx students labeled with dis/abilities, we utilize the power of student voice and...

Perspectives and challenges for higher education in Latin America and the Caribbean: Interview with Roberto Leher, Rector of the Federal University of Rio de Janeiro, with comments made by Mário Luiz Neves de Azevedo, from the State University of Maringá
Fernanda Geremias Leal, Roberto Leher, Mário Luiz Luiz Neves De Azevedo
An interview with Professor Roberto Leher, Rector of the largest federal public university in Brazil, the Federal University of Rio de Janeiro (UFRJ), on the situation of higher education in the country and in Latin America and the Caribbean. The interview addresses the preparation of Asociación de Universidades Grupo Montevideo (AUGM), created in 1990 and composed by 35 public universities...

The genesis of ProEMI from the cognitive perspective of public policies
Eliza Bartolozzi Ferreira
This article aims to analyze the process that gave rise to the Innovative Higher Education Program (ProEMI) as a way of understanding the actions taken by public and private actors in the construction of a new project for secondary education in Brazil. The analysis seeks to understand the cognitive and normative framework that gave rise to and legitimized this educational policy, considering...

The constitution of the academic field of education policy in Brazil: Historical aspects
Silvana Stremel, Jefferson Mainardes
This paper analyzes the constitution of the academic field of education policy in Brazil. The theoretical foundation is based on the contributions of Pierre Bourdieu’s theory on the notion of field. From the results of the analysis of the sources of the research, we present the historical aspects of the constitution of the academic field of education policy in Brazil divided into three moments,...

The validity of a performance based assessment for aspiring school leaders
Jack Ellyson Leonard
This paper introduces the new Massachusetts Performance Assessment for Leaders (PAL) and uses critical policy analysis to re-examine the validity evidence (using the 2014 Standards for Educational and Psychological Testing and a theory of multicultural validity) for the use and interpretation of the PAL in regards to emerging school leadership. Data sources include two years of PAL test...

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