Against the majoritarian story of school reform: The Comer schools evaluation as a critical race counternarrative

Critical race theory (CRT) is a relatively new theory that has been little used in evaluation practice. The authors explore an example of critical race evaluation working with James Comer's School Development Program. In this evaluation common tropes associated with CRT were used to construct a...

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Bibliographic Details
Published in:New directions for evaluation 2010-10, Vol.2010 (127), p.71-82
Main Authors: Noblit, George W., Jay, Michelle
Format: Article
Language:English
Subjects:
African American Education
Copyrights
Critical Theory
Development Programs
Educational Change
Educational Reform
Periodicals
Program Effectiveness
Program Evaluation
Race
Reform
School Effectiveness
Schools
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Summary:Critical race theory (CRT) is a relatively new theory that has been little used in evaluation practice. The authors explore an example of critical race evaluation working with James Comer's School Development Program. In this evaluation common tropes associated with CRT were used to construct a counternarrative of school reform. The authors conclude that CRT has a place in evaluation, but that it also makes some demands on evaluators and those being evaluated that may make it less likely to be used than other theories. © Wiley Periodicals, Inc., and the American Evaluation Association.
ISSN:1097-6736
1534-875X
DOI:10.1002/ev.340