"Equal access to mandated testing": policies, disciplinary discourse, and practices of performance in the lives of English language learner youth

dc.contributor.advisorScribner, Jay D.en
dc.contributor.advisorValenzuela, Angelaen
dc.creatorBlack, William Roberten
dc.date.accessioned2008-08-28T22:02:41Zen
dc.date.available2008-08-28T22:02:41Zen
dc.date.issued2004en
dc.description.abstractThis dissertation portrays how multiple educational assessment and language policies are constructed at various institutional levels and subsequently intersect in the lived experiences of English Language Learner youth at an elementary school in Texas. The study presents analysis of discourse and practices that formed around four case study students at Márquez Elementary. These students were subject to Texas Accountability System evaluation practices such as the preparation for and administration of the Spanish or English Texas Assessment of Knowledge and Skills (TAKS). In this study I demonstrate how students live certain policies through mediating school cultures, organizational structures, and discourses. Enjoining critical policy analysis perspectives with ethnographic and critical discourse analysis methods, Bilingual Education and accountability policies that are conceptualized, developed, and implemented at broad state and institutional levels are examined in light of how they are appropriated and mediated in the cultural practices of a particular elementary school. The study engages historical perspectives on bilingual education and educational accountability policy streams, as well as contemporary debates over the equity effects of these policies. Inquiry frames and methods for collecting data and linking policy reforms to local experiences are introduced. I then present analysis of school based research and state level policy analysis before discussing the implications of the policy contradictions and tensions that I encountered. These included the creation and sustenance of state, district, and school-based performance cultures, and the growing ambivalence toward bilingual education policy and practice in those cultures. This is reflected in the discursive turn to “equal access to mandated testing”, and a shift in practice towards English-first early-transition models for English Language Learner youth.
dc.description.departmentEducational Administrationen
dc.format.mediumelectronicen
dc.identifierb59409022en
dc.identifier.oclc58651682en
dc.identifier.proqst3150545en
dc.identifier.urihttp://hdl.handle.net/2152/1479en
dc.language.isoengen
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subject.lcshEducational tests and measurements--Texasen
dc.subject.lcshEducational accountability--Texasen
dc.subject.lcshEducation, Bilingual--Texasen
dc.title"Equal access to mandated testing": policies, disciplinary discourse, and practices of performance in the lives of English language learner youthen
dc.type.genreThesisen
thesis.degree.departmentEducational Administrationen
thesis.degree.disciplineEducational Administrationen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen
Files
Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
blackd30991.pdf
Size:
1.69 MB
Format:
Adobe Portable Document Format
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.65 KB
Format:
Plain Text
Description: