Orienting Schools Toward Equity: Subgroup Accountability Pressure and School-Level Responses

References

• Booher-Jennings, J. (2005). Below the bubble: “Educational triage” and the Texas Accountability System. American Educational Research Journal, 42(2), 231–268.
   Web of Science ®Google Scholar
• Center on Education Policy. (2003). From the capital to the classroom: State and federal efforts to implement the No Child Left Behind Act. Washington, DC: Author.
   Google Scholar
• Coburn, C. E. (2005). Shaping teacher sensemaking: School leaders and the enactment of reading policy. Educational Policy, 19(3), 476–509.
   Web of Science ®Google Scholar
• Coburn, C. E. (2006). Framing the problem of reading instruction: Using frame analysis to uncover the microprocesses of policy implementation. American Educational Research Journal, 43(3), 343–379.
   Web of Science ®Google Scholar
• Coburn, C. E., & Talbert, J. E. (2006). Conceptions of evidence use in school districts: Mapping the terrain. American Journal of Education, 112(4), 469–495.
   Web of Science ®Google Scholar
• Cohen, D. K., & Ball, D. L. (1990). Relations between policy and practice: A commentary. Educational Evaluation and Policy Analysis, 12(3), 331–338.
   Google Scholar
• Cohen, D. K., Moffitt, S. L., & Goldin, S. (2007). Policy and practice: The dilemma. American Journal of Education, 113(4), 515–548.
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2007). Race, inequality and educational accountability: The irony of “No Child Left Behind.” Race, Ethnicity and Education, 10(3), 245–260.
   Google Scholar
• Datnow, A., Park, V., & Kennedy-Lewis, B. (2012). High school teachers' use of data to inform instruction. Journal of Education for Students Placed at Risk, 17(4), 247–265.
   Google Scholar
• Diamond, J. B. (2012). Accountability policy, school organization, and classroom practice: Partial recoupling and educational opportunity. Education and Urban Society, 44(2), 151–182.
   Web of Science ®Google Scholar
• Eckes, S. E., & Swando, J. (2009). Special education subgroups under NCLB: Issues to consider. Teachers College Record, 111(11), 2479–2504.
   Web of Science ®Google Scholar
• Edelman, L. B. (1992). Legal ambiguity and symbolic structures: Organizational mediation of civil rights law. American Journal of Sociology, 97(6), 1531–1576.
   Web of Science ®Google Scholar
• Frankenberg, E. (2009). The demographic context of urban schools and districts. Equity & Excellence in Education, 42(3), 255–271.
   Google Scholar
• Freeman, E. (2015). Falsification, annual targets, and errant leadership: Media portrayal of the Atlanta test-cheating scandal. Educational Policy, 29(7), 1012–1052.
   Web of Science ®Google Scholar
• Hallett, T., & Ventresca, M. J. (2006). Inhabited institutions: Social interactions and organizational forms in Gouldner's Patterns of Industrial Bureaucracy. Theory and Society, 35(2), 213–236.
   Web of Science ®Google Scholar
• Hamilton, L. S., Stecher, B. M., Marsh, J. A., McCombs, J. S., Robyn, A., Russell, J. L., … Barney, H. (2007). Standards-based accountability under No Child Left Behind: Experiences of teachers and administrators in three states. Santa Monica, CA: RAND Corporation.
   Google Scholar
• Hanushek, E. A., & Raymond, M. E. (2005). Does school accountability lead to improved student performance? Journal of Policy Analysis and Management, 24(2), 297–327.
   Web of Science ®Google Scholar
• Hemelt, S. W. (2011). Performance effects of failure to make Adequate Yearly Progress (AYP): Evidence from a regression discontinuity framework. Economics of Education Review, 30(4), 702–723.
   Web of Science ®Google Scholar
• Henig, J. R. (2012). The politics of data use. Teachers College Record, 114(11), 1–32.
   Web of Science ®Google Scholar
• Honig, M. I. (Ed.). (2006). New directions in education policy implementation: Confronting complexity. Albany, NY: State University of New York Press.
   Google Scholar
• Honig, M. I., & Hatch, T. C. (2004). Crafting coherence: How schools strategically manage multiple, external demands. Educational Researcher, 33(8), 16–30.
   Google Scholar
• Kane, T. J., & Staiger, D. O. (2003). Unintended consequences of racial subgroup rules. In P. E. Peterson & M. R. West (Eds.), No Child Left Behind? The politics and practice of school accountability (pp. 152–176). Washington, DC: Brookings Institution Press.
   Google Scholar
• Kim, J. S., & Sunderman, G. L. (2005). Measuring academic proficiency under the No Child Left Behind Act: Implications for educational equity. Educational Researcher, 34(8), 3–13.
   Google Scholar
• Krieg, J. M. (2011). Which students are left behind? The racial impacts of the No Child Left Behind Act. Economics of Education Review, 30(4), 654–664.
   Web of Science ®Google Scholar
• Lauen, D. L., & Gaddis, S. M. (2012). Shining a light or fumbling in the dark? The effects of NCLB's subgroup-specific accountability on student achievement. Educational Evaluation and Policy Analysis, 34(2), 185–208.
   Web of Science ®Google Scholar
• Lipsky, M. (1980). Street-level bureaucracy: Dilemmas of the individual in public services. New York, NY: Russell Sage Foundation.
   Google Scholar
• Meyer, J. W., & Rowan, B. (1977). Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 83(2), 340–363.
   Web of Science ®Google Scholar
• Pollock, M. (2008). Because of race: How Americans debate harm and opportunity in our schools. Princeton, NJ: Princeton University Press.
   Google Scholar
• Spillane, J. P. (2006). Standards deviation: How schools misunderstand education policy. Cambridge, MA: Harvard University Press.
   Google Scholar
• Spillane, J. P., Diamond, J. B., Burch, P., Hallett, T., Jita, L., & Zoltners, A. (2002). Managing in the middle: School leaders and the enactment of accountability policy. Educational Policy, 16(5), 731–762.
   Web of Science ®Google Scholar
• Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387–431.
   Web of Science ®Google Scholar
• Superfine, B. M. (2013). Equality in education law and policy, 1954–2010. Cambridge, England: Cambridge University Press.
   Google Scholar
• Vasquez Heilig, J., & Darling-Hammond, L. (2008). Accountability Texas-style: The progress and learning of urban minority students in a high-stakes testing context. Educational Evaluation and Policy Analysis, 30(2), 75–110.
   Web of Science ®Google Scholar
• Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21(1), 1–19.
   Web of Science ®Google Scholar