Educational Policy Goes to School

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.

• Chapter 1: Introduction: Conceptualizing the Intricacies that are Concomitant in Educational Policy Making that Determine Success, Backfire and Everything in Between Leticia Oseguera, Miguel Abad, Jacob Kirksey, Briana Hinga, Gilberto Conchas, and Michael Gottfried Part 1: BackfireChapter 2: How Equity and Social Justice Urban Education Choice Campaigns in Detroit are Masquerading Backfire and the Worsening the Status Quo Cassie J. BrownellChapter 3: When Policies that Impact Students with Significant Disabilities in Michigan BackfireMark E. Deschaine Chapter 4: When Zero-Tolerance Discipline Policies in the United States BackfireHugh Potter and Brian Boggs Chapter 5: When Free Schools in England and Charter Schools in the United States BackfireGraham Downes and Catherine A. Simon Part 2: Failure Chapter 6: When High-Stakes Accountability Measures Impact Promising Practices in an Indigenous-serving Charter SchoolV. Anthony-Stevens Chapter 7: How Public-Private Partnerships Contribute to Educational Policy FailureFrank Fernandez, Karla I. Loya, and Leticia Oseguera Chapter 8: The Failure of Accountability in the Milwaukee Parental Choice ProgramMichael R. Ford & William Velez Chapter 9: How Centralized Implementation Policies Failed the Austrian New Middle School ProcessCorinna Geppert Part 3: UnintendedChapter 10: The Unintended Consequences of School Vouchers: Rise, Rout and RebirthAaron Saiger Chapter 11: Challenges and Unintended Consequences of Student Centered Learning Lea Hubbard and Amanda DatnowChapter 12: School Discipline Policies That Result in Unintended Consequences for Latino Male Students’ College AspirationsAdrian H. Huerta, Shannon M. Calderone, and Patricia M. McDonoughChapter 13: When Special Education Policy in Ontario Create Unintended ConsequencesLauren Jervis and Sue WintonPart 4: SuccessChapter 14: Latina/o Farm-Worker Parent Leadership Retreats as Sites of Agency, Community Cultural Wealth, and SuccessPedro E. Nava and Argelia LaraChapter 15: Bilingual and Biliterate Skills as Cross-Cultural Competence SuccessRicardo González-Carriedo and Alexandra BabinoChapter 16: Diversity-Driven Charters and the Construction of Urban School Success Priscilla Wohlstetter, Amy K. Wang, and Matthew M. GonzalesChapter 17: Reflecting on the Institutional Processes for College Success among Chicanos in the Context of CrisisLouie F. Rodríguez, Eduardo Mosqueda, Pedro E. Nava, & Gilberto Q. ConchasChapter 18: Reframing the Problematic Achievement Gap Narrative to Structure Educational SuccessRobert K. Ream, Sarah Ryan, and Tina Yang

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