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![loading](/sites/all/modules/hf_eds/images/loading.gif)
Accountability Strain, College Readiness Drain: Sociopolitical Tensions Involved in Maintaining a College-Going Culture in a High 'Minority', High Poverty, Texas High School
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- Author(s): Welton, Anjale; Williams, Montrischa
- Language:
English- Source:
High School Journal. Win 2015 98(2):181-204.- Publication Date:
2015- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: [email protected]; Web site: http://uncpress.unc.edu/
- Peer Reviewed: Y
- Source: 24
- Education Level: Secondary Education
High Schools - Subject Terms: Accountability; College Readiness; College Bound Students; High School Students; Minority Group Students; Poverty Areas; Educational Change; Educational Policy; Sanctions; Qualitative Research; Case Studies; Ethnography; Politics of Education; Stress Variables; Barriers; Exit Examinations; Information Dissemination; Educational Legislation; Federal Legislation; Academic Failure; Demography; Teacher Persistence; Labor Turnover; Disadvantaged Environment; Educational Environment; Advanced Placement Programs; Academic Achievement; Semi Structured Interviews
- Subject Terms:
- Subject Terms:
- Accession Number: 10.1353/hsj.2015.0001
- ISSN: 0018-1498
- Abstract: Currently school reform discourse encourages states to adopt college readiness standards. Meanwhile, federal and state accountability and related mandated reforms remain a policy concern. As such, it is important to examine the interplay between accountability and the establishment of a college-going culture in high "minority", high poverty high schools. This qualitative case study integrated critical ethnographic approaches to examine how a high "minority", high poverty enrollment high school negotiated the politics of implementing a college-going culture in the midst of responding to state accountability sanctions. In-depth interviews with faculty and students as well as observations revealed that the state accountability sanctions were not the only stressors that conflicted with the establishment of a college-going culture. Multiple sociopolitical factors precipitated a negative academic climate as well. For instance, pressures to improve the high school's poor accountability rating led to a school-wide instructional focus on the state exit exam, which interfered with the school's college-going culture. Finally, while the school offered programs and supports that provided college information, this information was not disseminated in a systematic way that would reach all students.
- Abstract: As Provided
- Number of References: 60
- Publication Date: 2015
- Accession Number: EJ1051387
- Availability:
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