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A School Divided: One Elementary School's Response to Education Policy
Author(s) -
Zoch Melody
Publication year - 2017
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1111/aeq.12181
Subject(s) - primary education , mathematics education , education policy , pedagogy , sociology , standardized test , power (physics) , psychology , political science , higher education , physics , quantum mechanics , law
This article examines how one elementary school was divided into two schools—a primary and an intermediate school—because of how policies were interpreted and enacted with regard to high‐stakes testing. The grades in which students took high‐stakes tests were privileged in terms of receiving monetary resources and support from staff. An emphasis on testing also influenced how bilingual education was addressed. These organizational decisions highlight how policy operated as a practice of power, where inequitable education outcomes were reproduced. [education policy, high‐stakes testing, school organization, elementary school]