Abstract
States’ increasing involvement in educational policy making can play a significant role in how school districts provide equitable educational opportunities. Guided by critical policy analysis, the purpose of this article is to examine state-level policy pertaining to English learners (ELs) from district-level perspectives. Based on interview and archival data from a multiple case study of three metropolitan school districts in different states, district-level perspectives illustrate how these state-level policies were symbolic, restrictive, or exclusionary toward ELs. The results also demonstrate ways that districts advocated, engaged, resisted, and navigated state-level policies and politics. Based on these findings, I argue that state-level policies and related politics can compromise school districts’ ability to provide ELs with adequate educational opportunities.
Original language | English (US) |
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Pages (from-to) | 158-180 |
Number of pages | 23 |
Journal | Educational Policy |
Volume | 33 |
Issue number | 1 |
DOIs | |
State | Published - Jan 1 2019 |
Keywords
- English learners
- case study
- critical policy analysis
- educational equity
- school district leadership
- state policy
ASJC Scopus subject areas
- Education