Missing the (Student Achievement) Forest for All the (Political) Trees: Empiricism and the Mexican American Studies Controversy in Tucson

Autor/inn/en	Cabrera, Nolan L.; Milem, Jeffrey F.; Jaquette, Ozan; Marx, Ronald W.
Titel	Missing the (Student Achievement) Forest for All the (Political) Trees: Empiricism and the Mexican American Studies Controversy in Tucson
Quelle	In: American Educational Research Journal, 51 (2014) 6, S.1084-1118 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831214553705
Schlagwörter	Academic Achievement; Mexican Americans; Mexican American Education; Politics of Education; Curriculum; Ethnic Studies; Regression (Statistics); Achievement Gains; State Standards; Standardized Tests; High School Graduates; Correlation; Educational Policy; Policy Formation; Desegregation Plans; Error of Measurement; Arizona + Suchen Sie Ihr Suchwort? Schulleistung; Hispanoamerikaner; Educational policy; Bildungspolitik; Curricula; Lehrplan; Rahmenplan; Regression; Regressionsanalyse; Achievement gain; Leistungssteigerung; Standadised tests; Standardisierter Test; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Korrelation; Politics of education; Politische Betätigung; Messfehler
Abstract	The Arizona legislature passed HB 2281, which eliminated Tucson Unified School District's (TUSD's) Mexican American Studies (MAS) program, arguing the curriculum was too political. This program has been at the center of contentious debates, but a central question has not been thoroughly examined: Do the classes raise student achievement? The current analyses use administrative data from TUSD (2008-2011), running logistic regression models to assess the relationship between taking MAS classes and passing AIMS (Arizona state standardized tests) and high school graduation. Results indicate that MAS participation was significantly related to an increased likelihood of both outcomes occurring. The authors discuss these results in terms of educational policy and critical pedagogy as well as the role academics can play in policy formation. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10