A critical policy analysis of Texas’ Closing the Gaps 2015

This critical policy analysis uses critical race theory to provide a counter narrative to the P-16 initiative in Texas known as Closing the Gaps 2015. Findings indicate that while these reforms aim to increase educational access and achievement for people of color, they fall short of addressing syst...

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Bibliographic Details
Published in:Education policy analysis archives 2016-01, Vol.24 (3), p.3
Main Authors: Mansfield, Katherine Cumings, Thachik, Stefani Leigh
Format: Article
Language:English
Subjects:
Access to Education
Achievement Gap
Barriers
critical policy analysis
critical race theory
Critical Theory
Educational Change
Educational Finance
Educational Objectives
educational pipeline
Educational Policy
Elementary Secondary Education
Equal Education
Financial Policy
Minority Group Students
P-20, P-16
Policy Analysis
Public Policy
Race
Racial Segregation
Resistance to Change
Resource Allocation
Role of Education
School Segregation
Social Justice
Texas
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Summary:This critical policy analysis uses critical race theory to provide a counter narrative to the P-16 initiative in Texas known as Closing the Gaps 2015. Findings indicate that while these reforms aim to increase educational access and achievement for people of color, they fall short of addressing systemic inequities such as enduring segregation and unconstitutional school finance policy. Using Texas as a case study illumines the ways the growing number of P-16 councils throughout the US might adapt and improve policy development and implementation to more adequately address educational inequities across racial, ethnic, and linguistic groups. The article closes with recommendations for Texas’ reiteration of Closing the Gaps 2015, titled 60x30TX, currently in revision to guide state education goals in 2016-2030.
ISSN:1068-2341
1068-2341
DOI:10.14507/epaa.24.1991