Accountability Strain, College Readiness Drain: Sociopolitical Tensions Involved in Maintaining a College-Going Culture in a High "Minority", High Poverty, Texas High School

Autor/inn/en	Welton, Anjale; Williams, Montrischa
Titel	Accountability Strain, College Readiness Drain: Sociopolitical Tensions Involved in Maintaining a College-Going Culture in a High "Minority", High Poverty, Texas High School
Quelle	In: High School Journal, 98 (2015) 2, S.181-204 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
DOI	10.1353/hsj.2015.0001
Schlagwörter	Accountability; College Readiness; College Bound Students; High School Students; Minority Group Students; Poverty Areas; Educational Change; Educational Policy; Sanctions; Qualitative Research; Case Studies; Ethnography; Politics of Education; Stress Variables; Barriers; Exit Examinations; Information Dissemination; Educational Legislation; Federal Legislation; Academic Failure; Demography; Teacher Persistence; Labor Turnover; Disadvantaged Environment; Educational Environment; Advanced Placement Programs; Academic Achievement; Semi Structured Interviews; Texas + Suchen Sie Ihr Suchwort? Verantwortung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsreform; Politics of education; Bildungspolitik; Sanction; Sanktion; Qualitative Forschung; Case study; Fallstudie; Case Study; Ethnografie; Educational policy; Final examination; Abschlussprüfung; Informationsverbreitung; Bildungsrecht; Schulgesetz; Bundesrecht; Demografie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung
Abstract	Currently school reform discourse encourages states to adopt college readiness standards. Meanwhile, federal and state accountability and related mandated reforms remain a policy concern. As such, it is important to examine the interplay between accountability and the establishment of a college-going culture in high "minority", high poverty high schools. This qualitative case study integrated critical ethnographic approaches to examine how a high "minority", high poverty enrollment high school negotiated the politics of implementing a college-going culture in the midst of responding to state accountability sanctions. In-depth interviews with faculty and students as well as observations revealed that the state accountability sanctions were not the only stressors that conflicted with the establishment of a college-going culture. Multiple sociopolitical factors precipitated a negative academic climate as well. For instance, pressures to improve the high school's poor accountability rating led to a school-wide instructional focus on the state exit exam, which interfered with the school's college-going culture. Finally, while the school offered programs and supports that provided college information, this information was not disseminated in a systematic way that would reach all students. (As Provided).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01