For Some and for All: Subgroup Entitlement Policies and Daily Opportunity Provision in Segregated Schools

Autor/in	Garver, Rachel
Titel	For Some and for All: Subgroup Entitlement Policies and Daily Opportunity Provision in Segregated Schools
Quelle	In: American Educational Research Journal, 59 (2022) 3, S.574-609 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garver, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312221079302
Schlagwörter	Students with Disabilities; Federal Legislation; Equal Education; Educational Legislation; Elementary Secondary Education; English Language Learners; English (Second Language); Middle Schools; School Segregation; Low Income Students; Urban Schools; Desegregation Litigation; School Desegregation; Bilingual Education; Court Litigation; Educational Policy; Public Schools; Educational Strategies; Educational Environment; Compliance (Legal); Educational Finance + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht; Bildungsrecht; Schulgesetz; English as second language; English; Second Language; Englisch als Zweitsprache; Middle school; Mittelschule; Mittelstufenschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Integrative Schule; Bilingual teaching; Bilingualer Unterricht; Rechtsstreit; Politics of education; Bildungspolitik; Public school; Öffentliche Schule; Lehrstrategie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsfonds
Abstract	Educators in economically and racially segregated schools enact subgroup entitlement policies, such as Title III and IDEA (Individuals with Disabilities Education Act), as they negotiate the diverse and underserved needs throughout the student body. How do subgroup entitlement policies for English learners and students with disabilities shape daily opportunity provision--the day-to-day distribution of resources--in segregated schools? This ethnographic study of a public middle school reveals that the implementation of subgroup entitlement policies shaped the opportunity structure for all students through: (1) creating tracks that offered distinct conditions for learning; (2) fragmenting the organizational structure and inhibiting coordination; (3) exposing the school to increased compliance pressure that hierarchized priorities; and (4) utilizing subgroup-specific resources for general education students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01