Student Voice From a Turnaround Urban High School: An Account of Students With and Without Dis/Abilities Leading Resistance Against Accountability Reform

The Every Student Succeeds Act redefines the priorities of our nation’s education system. Prior to its passage, turnaround strategies advanced solutions for low-performing schools. Research literature examining how these reforms impacted the schooling experiences of students attending these schools...

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Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2019-09, Vol.54 (7), p.919-956
Main Authors: Pazey, Barbara L., DeMatthews, David
Format: Article
Language:English
Subjects:
Ability
Accountability
Case studies
Education reform
Educational Change
Educational Legislation
Educational systems
Federal Legislation
High School Students
High Schools
Identity
Reforms
Resistance
Resistance to Change
School Turnaround
Secondary school students
Student Attitudes
Students
Students with Disabilities
Urban areas
Urban Schools
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Summary:The Every Student Succeeds Act redefines the priorities of our nation’s education system. Prior to its passage, turnaround strategies advanced solutions for low-performing schools. Research literature examining how these reforms impacted the schooling experiences of students attending these schools is lacking. We present the results of a qualitative case study of a reconstituted urban school in the Southwest United States, providing the perspectives of 10 students with dis/abilities and the effects accountability reform efforts had on their high school experience. Three expressed needs and desires were identified: (a) a positive school identity, (b) stability, and (c) to be recognized and heard.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085916666930