“Making the Difficult Choice”: Understanding Georgia’s Test-Based Grade Retention Policy in Reading
Fuente:
Redalyc
Enregistré dans:
| Auteur principal: | |
|---|---|
| Format: | Artículo científico |
| Langue: | en |
| Publié: |
Arizona State University
2015
|
| Sujets: | |
| Accès en ligne: | |
| Tags: |
Ajouter un tag
Pas de tags, Soyez le premier à ajouter un tag!
|
| _version_ | 1876461130775265280 |
|---|---|
| author | Andrew P. Huddleston |
| author_facet | Andrew P. Huddleston |
| contents | “Making the Difficult Choice”: Understanding Georgia’s Test-Based Grade Retention Policy in Reading Andrew P. Huddleston Educación high test Bourdieu literacy stakes testing The author uses Bourdieu’s concepts of field, capital, and habitus to analyze how students, parents, teachers, and administrators are responding to Georgia’s test-based grade retention policy in reading at one Georgia elementary school. In this multiple case study, the author interviewed, observed, and collected documents regarding ten fifth graders, their parents, teachers, and administrators. Within the field of test-based retention, the students and parents brought cultural, social, and economic capital that received little value, and they readily accepted that the Criterion-Referenced Competency Tests (CRCT) was trustworthy and retention was fair. However, believing that retaining students would ultimately reproduce the inequities the policy claimed to address, the teachers and administrators used an appeals procedure to ensure that retention was not based solely on test scores. 2015 artículo científico 1068-2341 https://www.redalyc.org/articulo.oa?id=275041389021 en http://www.redalyc.org/revista.oa?id=2750 Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas application/pdf Arizona State University Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas (Estados Unidos de América) Vol.23 |
| format | Artículo científico |
| id | redalyc_275041389021 |
| institution | Redalyc |
| language | en |
| publishDate | 2015 |
| publisher | Arizona State University |
| spellingShingle | “Making the Difficult Choice”: Understanding Georgia’s Test-Based Grade Retention Policy in Reading Andrew P. Huddleston Educación high test Bourdieu literacy stakes testing “Making the Difficult Choice”: Understanding Georgia’s Test-Based Grade Retention Policy in Reading Andrew P. Huddleston Educación high test Bourdieu literacy stakes testing The author uses Bourdieu’s concepts of field, capital, and habitus to analyze how students, parents, teachers, and administrators are responding to Georgia’s test-based grade retention policy in reading at one Georgia elementary school. In this multiple case study, the author interviewed, observed, and collected documents regarding ten fifth graders, their parents, teachers, and administrators. Within the field of test-based retention, the students and parents brought cultural, social, and economic capital that received little value, and they readily accepted that the Criterion-Referenced Competency Tests (CRCT) was trustworthy and retention was fair. However, believing that retaining students would ultimately reproduce the inequities the policy claimed to address, the teachers and administrators used an appeals procedure to ensure that retention was not based solely on test scores. 2015 artículo científico 1068-2341 https://www.redalyc.org/articulo.oa?id=275041389021 en http://www.redalyc.org/revista.oa?id=2750 Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas application/pdf Arizona State University Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas (Estados Unidos de América) Vol.23 |
| title | “Making the Difficult Choice”: Understanding Georgia’s Test-Based Grade Retention Policy in Reading |
| topic | Educación high test Bourdieu literacy stakes testing |
| url | https://www.redalyc.org/articulo.oa?id=275041389021 |