“The State Pulled a Fast One on Us”: A Critical Policy Analysis of State-Level Policies Affecting English Learners From District-Level Perspectives

Research output: Contribution to journalArticle

6 Scopus citations

Abstract

States’ increasing involvement in educational policy making can play a significant role in how school districts provide equitable educational opportunities. Guided by critical policy analysis, the purpose of this article is to examine state-level policy pertaining to English learners (ELs) from district-level perspectives. Based on interview and archival data from a multiple case study of three metropolitan school districts in different states, district-level perspectives illustrate how these state-level policies were symbolic, restrictive, or exclusionary toward ELs. The results also demonstrate ways that districts advocated, engaged, resisted, and navigated state-level policies and politics. Based on these findings, I argue that state-level policies and related politics can compromise school districts’ ability to provide ELs with adequate educational opportunities.

Original languageEnglish (US)
Pages (from-to)158-180
Number of pages23
JournalEducational Policy
Volume33
Issue number1
DOIs
StatePublished - Jan 1 2019

Keywords

  • case study
  • critical policy analysis
  • educational equity
  • English learners
  • school district leadership
  • state policy

ASJC Scopus subject areas

  • Education

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