A scale analysis of the effects of US federal policy

Abstract

In this essay I argue that the effects of federal policy can be examined through a scale analysis that helps deconstruct the effect of the current widespread accountability movement in the US educational system. I first discuss the concept of scale, including its thus-far limited use in educational research. I define scales not only as hierarchical, nested physical spaces but also as the social relations and activities that constitute, and are constitutive of, spaces and places of interaction like the classroom. I draw on my own ethnographic data and current research to provide descriptions of each scale and the ways social relations are shaped by, and also shape, scales. I show how certain scales have been routinely elided from broader discussions about assessment under programmes like the No Child Left Behind Act (2002) and discuss who has the ability to make decisions and enforce policies in this context. I end with some implications of this analysis for educational policy and literacy research, including potential ways to redistribute power amongst actors.

Keywords:

• scale analysis
• No Child Left Behind
• classroom social contexts

Notes

1. All names of people and places are pseudonyms.

2. In my own ethnographic project, the data I collected included approximately 35 sets of field notes based on weekly classroom and school visits, 3 semi-structured interviews with the classroom teacher, Ms Romano, and 2–3 interviews with six focal students; over 500 pages of students’ written work (done during observed events); and various artefacts, including school-generated teacher workbooks, local newspaper articles about the district and school, and testing booklets. Given the overarching testing climate, as part of my data collection I also amassed numerous measures of student achievement: the California Standards Test before and after the fourth grade; the California English Language Development Test; scores on Reading First tests tied to Open Court Reading units of instruction; and all available reading benchmark test scores. See Zacher Pandya (2011) for more information.

3. I read for several topics in international journals: accountability, assessment, ELLs, high-stakes testing, literacy standards, mandated/structured curricula, NLCB, Open Court Reading, and Reading First. I amassed over 50 articles whose findings I draw on in this analysis.

4. According to Capps Fix, Murray, Ost, Passel, and Hernandez, (2005), Mexico is the largest single source of immigrants to the United States. In 2005, 38% of foreign-born child immigrants were from Mexico, and another 17% were from Latin American and Caribbean countries.

5. The earliest reported practice of comparing states’ test scores took place in 1984, at the behest of then Secretary of Education, Terrel Bell. He compiled them on an (in)famous “wall chart”. See Ginsburg, Noell, and Plisko (1988) and Vinovskis (2009) for details.

6. See http://www.ed-data.k12.ca.us.

7. See Allington (2002) and Garan (2002) for some answers to these questions; though answered here, we must continue to ask them of new situations and newly adopted and enforced curricula.