Show simple item record

dc.creatorSikes, Chloe Latham
dc.date.accessioned2018-04-27T15:16:36Z
dc.date.available2018-04-27T15:16:36Z
dc.date.issued2018-04-27
dc.identifierdoi:10.15781/T2ZS2KX0K
dc.identifier.issn2329-5724
dc.identifier.urihttp://hdl.handle.net/2152/64984
dc.description.abstractSince its origins, the U.S. education system has wrestled with competing goals to define the pur-pose and process of public education. Early 19th century advocates for universal public schooling found themselves in the minority against dominant business and philanthropic groups that ad-vocated an educational system that spurred economic competition while maintaining social strat-ification along racial and class lines (Anderson, 1988). Just as the birth of the universal schooling system was forged through opposing views, today’s objectives for college and career readiness encapsulate the tension between conflicting attitudes of the purpose and goals of education. Texas House Bill 5 (2013) represents the latest attempt for the state to direct public secondary school curriculum toward postsecondary readiness goals. The bill implemented a new public high school curriculum structure that divides vocational training and advanced college prepara-tory curriculum through different course sequences or “endorsements.” Endorsements are in-tended to advance the state’s college and career readiness goals while optimizing students’ indi-vidual choice of study. Although proponents of the bill argued against the notion that endorse-ments were “tracks,” the endorsements reflect subject-specific sequences that align with a college area of study or career choice. While there are numerous accounts on the sociocultural impacts of racially and socioeconomically differentiated curricular tracks in schools (e.g., Anderson, 1988; Gonzáles, 1999), this review applies economic theories of social mobility and competition to ex-plain the context of the competing educational goals contained within HB 5 and the potential implications for inequitable social stratification as a result.en_US
dc.language.isoengen_US
dc.publisherTexas Education Reviewen_US
dc.relation.ispartofTexas Education Reviewen_US
dc.relation.ispartofseriesTexas Education Review;Vol. 6, Issue 1
dc.subjectTexas Education Review; Vol. 6, Issue 1en_US
dc.subjectcollege and career readinessen_US
dc.subjecteconomics of educationen_US
dc.subjectTexas House Bill 5 (2013)en_US
dc.titleCompeting Goals in College and Career Readiness Policy: An Equity Analysis of the 2013 Texas House Bill 5en_US
dc.typeArticleen_US
dc.description.departmentEducationen_US
dc.rights.restrictionOpenen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record