Educational policies explicitly implemented in order to reduce educational gaps and promote access and success for disenfranchised youth can backfireand often have the unintended result of widening those gaps. In this interdisciplinary collection of case studies, contributors examine cases of policy backfire, when policies dont work, have unintended consequences, and when policies help. Although policy reform is thought of as an effective way to improve schooling structures and to diminish the achievement gap, many such attempts to reform the system do not adequately address the legacy of unequal policies and the historic and pervasive inequalities that persist in schools. Exploring the roots of school inequality and examining often-ignored negative policy outcomes, contributors illuminate the causes and consequences of poor policymaking decisions and demonstrate how policies can backfire, fail, or have unintended success.
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1 Introduction: Conceptualizing the Intricacies that are Concomitant in Educational Policymaking that Determine Success, Backfire, and Everything in Between |
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1 | (12) |
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2 How Urban Education Choice Campaigns in Detroit Masqueraded as Equity and Social Justice and Worsened the Status Quo |
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13 | (12) |
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3 When Policies that Impact Students with Significant Disabilities in Michigan Backfire |
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25 | (14) |
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4 When Zero-Tolerance Discipline Policies in the United States Backfire |
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39 | (14) |
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5 When Free Schools in England and Charter Schools in the United States Backfire |
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53 | (16) |
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6 When High-Stakes Accountability Measures Impact Promising Practices in an Indigenous-Serving Charter School |
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69 | (14) |
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7 How Public-Private Partnerships Contribute to Educational Policy Failure |
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83 | (14) |
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8 The Failure of Accountability in the Milwaukee Parental Choice Program |
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97 | (16) |
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9 How Centralized Implementation Policies Failed the Austrian New Middle School Process |
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113 | (12) |
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10 The Unintended Consequences of School Vouchers: Rise, Rout, and Rebirth |
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125 | (16) |
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11 Challenges and Unintended Consequences of Student-Centered Learning |
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141 | (16) |
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12 School Discipline Policies That Result in Unintended Consequences for Latino Male Students' College Aspirations |
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157 | (16) |
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13 When Special Education Policy in Ontario Creates Unintended Consequences |
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173 | (14) |
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14 Latina/o Farmworker Parent Leadership Retreats as Sites of Agency, Community Cultural Wealth, and Success |
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187 | (14) |
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15 Bilingual and Biliterate Skills as Cross-Cultural Competence Success |
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201 | (14) |
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Ricardo Gonzalez-Carriedo |
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16 Diversity-Driven Charters and the Construction of Urban School Success |
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215 | (16) |
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17 Reflecting on the Institutional Processes for College Success Among Chicanos in the Context of Crisis |
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231 | (16) |
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18 Refraining the Problematic Achievement Gap Narrative to Structure Educational Success |
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247 | (20) |
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| Contributor Bios |
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267 | (6) |
| Index |
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273 | |
Gilberto Q. Conchas is Professor of Educational Policy and Social Context, University of California, Irvine, USA.
Michael A. Gottfried is Assistant Professor of Education Policy, University of California, Santa Barbara, USA.
Briana M. Hinga is Assistant Professor of Clinical Education, University of Southern California, USA.
Leticia Oseguera is an Associate Professor of Higher Education at the Pennsylvania State University, USA.
