The Texas Education Review is an independent, peer reviewed, student-run scholarly publication based at the College of Education at The University of Texas at Austin.
From Sweatt v. Painter and No Child Left Behind, to charter schools, curriculum policy, and textbook adoption, the State of Texas has played and will continue to play a critical role in shaping education policy in the United States.
The Texas Education Review (TxEd) is located directly on The University of Texas’s campus in the heart of downtown Austin. Its close proximity to the Texas Capitol, Texas Education Agency, and State Board of Education offers unparalleled access to the thought leaders, policy makers, and academics who are driving education policy in Texas. TxEd focuses on analysis of education policy and related issues, with non-exclusive preference given to issues affecting the State of Texas.
TxEd was founded and is operated by PhD students at The University of Texas at Austin’s College of Education, which consistently ranks as one of the best public university graduate education programs in the U.S.
State legislatures govern many of the daily concerns in education, yet the politics at play in shaping legislators’ approaches to pressing education issues remain underexamined. This paper provides an overview of the education policy issues that defined the 86th Texas Legislative Session. The contributing authors to this critical issue draw on their political and professional expertise to offer their unique perspectives on Texas K-12 and higher education funding, new modes of teachers’ political advocacy, and persistent racial inequities in educational institutions. Together, these pieces provide readers with a review of the achievements and challenges in Texas education policy, as well as future directions for research, policy, and educational advocacy.
Dual enrollment (DE) programs are on the rise nationally. This study uses recently available nationally representative data to examine which student and school characteristics predict participation in DE in the United States. We connect DE participation to human capital theory and related educational policy values of equity, excellence, and efficiency. Using logistic regressions, we find that, on average, 9thgrade GPA and attendance as well as higher socioeconomic status increased the odds that a student participates in DE. Our analysis also detects geographic disparities with students in rural areas and the South being more likely to take DE. We discuss implications for educational and economic policy.
Physical activity has many health, social, and academic benefits for youth (United States Department of Health and Human Services [USDHHS], 2008). It can help children and adolescents improve cardiorespiratory fitness, build strong bones and muscles, maintain a healthy weight, reduce symptoms of anxiety and depression, and reduce the risk of developing health conditions such as obesity, Type II diabetes, and other chronic diseases. Additionally, students who are physically active tend to have better school attendance, classroom behaviors, cognitive performance, and grades (Centers for Disease Control and Prevention [CDC], 2018).
This study examines how administrative burden is evolving in college classrooms to meet external pressures focused on student success. Through a mixed methods analysis of data from a 2018 survey, this work tests how faculty and administrators view ownership of the responsibility to meet these mandates and whether it is affecting classroom approaches. The survey asked community college administrators and faculty in Texas about their views of the student’s role in student success and how external pressure affects classroom dynamics. Results suggest a shift of burden for student success from the student (citizen) to faculty (bureaucrat) resulting in part from external pressure. This could cause negative consequences with the potential for negative ramifications that create conflictual relationships in the classroom and institution. These views create a higher education administrative landscape where the bureaucrat (faculty) sees the citizen (students) in a negative light, causing resentment and overall negative administrative behavior.
This conceptual paper examines the question of the political imaginary in the neoliberal moment, and the crucial role that Ethnic Studies can play in realizing critical pedagogy’s promise of emancipatory social transformation. After Arizona House Bill 2281, educational scholarship has paid renewed attention to Ethnic Studies classrooms as key sites of politically transformative praxis. Attending to recent literature that contextualizes Ethnic Studies within broader contemporary struggles against neoliberal educational reform, this analysis traces the contentious relationship between Ethnic Studies and the advancements of neoliberal multicultural ideology.This essay extends these critical dialogues by arguing for a dialectical description of the Ethnic Studies, which emphasizes its ability to stage productive confrontations between traditions in Marxist philosophy, decolonial theory, and critical race theory. The epistemological and ontological tensions that arise here, I argue, are central to reframing our understanding of consciousness raising and the formation of radical subjectivities in the present.
This remarkable special issue, which presents the collective work of the Asociación de Filosofía y Liberación and a selection of its investigations of the work of the great philosopher Enrique Dussel, is an indispensable intervention across a range of philosophical fields. In particular, the articles collected here, made available by the crucial editorship and careful translations of educational scholar Adam Martinez in coordination with AFyL, challenge the narrow disciplinarity and profound Eurocentrism of academic political theory. They bring the news of a collective rethinking of global history and knowledge that concerns us all, as intellectuals and educators, and presented here in the Texas Education Review they implicitly challenge (and invite) U.S.-based scholars to a scholarly conversation beyond the sanctioned bounds of what de Sousa Santos calls the West’s abyssal thinking.