Abstract:In this article, we advance a conceptual framework for the study of Teach For America (TFA) as a political and social movement with implicit and explicit ideological and political underpinnings. We argue that the second branch of TFA's mission statement, which maintains that Education Policy Analysis Archives, Vol. 24 No.12 2 TFA's greatest point of influence in public education is not in classrooms, but in its facilitation of entry into leadership positions aimed at reshaping public schooling, can be better understood in terms of the organization's: a) infusion of "policy entrepreneurs" into educational policymaking processes; b) cultivation of powerful networks of elite interests; c) promotion of "corporate" models of managerial leadership; and, d) racial and social class identities of its corps members that facilitate entry into leadership and policy networks. Our framework is informed by the extant research literature on TFA, interview data from more than 150 alumni and corps members, and our observations of TFA's 20th Anniversary Summit in Washington, D.C., as an illustrative case of TFA's messaging and general orientation toward educational reform. We conclude that this framework can help illuminate under-examined political and ideological motivations behind the organization's activities. Keywords: Teach For America, racial inequality, policy entrepreneurs, educational leadership, urban educational reform, power networks Re-analizando Teach for America: Un marco conceptual para la próxima generación de análisis Resumen: En este artículo, presentamos un marco conceptual para el estudio de Teach For America (TFA) como movimiento político y social con fundamentos ideológicos y políticos implícitos y explícitos. Sostenemos que el segundo punto del documento que presenta la misión de TFA, indicando que el espacio de mayor influencia en la educación pública no son las aulas, sino su rol para facilitar la entrada en posiciones de liderazgo destinados a la re-hacer la escuela pública, se debe entender en términos de a) infusión de "emprendedores políticos" en procesos de política educativa;: de organización b) desarrollo de redes poderosas con intereses elitistas; c) la promoción de modelos "corporativos" de liderazgo gerencial; y, d) identidades de clase raciales y sociales de los miembros de TFA con mejores posibilidades de entrada en redes políticas y de liderazgo. Nuestro marco conceptual es informado por la literatura existente investigación sobre TFA, datos de entrevistas con 150 alumnos, y nuestras observaciones del 20 Aniversario de TFA y reunión Cumbre en Washington, DC, como un caso ilustrativo de los mensajes de TFA y la orientación general hacia la reforma educativa. Llegamos a la conclusión de que este marco conceptual ilumina aspectos poco estudiados de las motivaciones políticas e ideológicas detrás de las actividades de la organización. Palabras clave: Teach For America; desigualdad racial; emprendedores políticos, liderazgo educativo; reforma educativa urbano; redes de poder Reanalisando...
In Texas, local taxpayers fund the majority of educational facilities construction and maintenance costs, with local wealth influencing facilities outcomes. The traditional school districts that comprise the predominantly Latino and segregated San Antonio area vary considerably in property wealth as well as district capacity and expertise. We conducted an analysis of 12 San Antonio area school districts to address the questions: 1) To what extent do state and local investments vary by district? 2) How do district actions and constraints affect facilities quality and equitable investment? Methods include descriptive quantitative analysis of facilities investment data and qualitative interviews with school district leaders, staff, and school finance experts. Examining Texas school finance data demonstrated the variance in school district investments in educational facilities. Despite some districts with lower property wealth exerting higher levels of tax effort, they were able to raise less money per student for educational facilities through interest and sinking taxes. Interview findings revealed that several districts acknowledge lacking the capacity to maintain high-quality facilities for all students. Respondents frequently criticized current state policies and funding for educational facilities as inadequate, inequitable, and inefficient and expressed a need for policy improvements in an era of increasing state disinvestment.
Purpose: With the rise of the Latinx student population in the United States and the urgency to meet the needs of this diverse community, there has been an increased concern and interest in preparing more Latinx educators and school leaders. This study contributes to this knowledge base by centering the voices and experiences of four Latina school leaders in the United States. All of the school leaders were current or former school principals and/or assistant principals at the time of the study, with three being from Texas and one from California. Research Approach: Drawing on the methodological tenets of testimonio, this study asked: What are Latina school leaders’ professional experiences like, both positive and negative, given the intersectionality of their social identities? Utilizing intersectionality as a theoretical framework provided the means to analyze and understand Latina school leaders’ multiple social identities and the role that such identities played in their professional roles and career trajectories as school leaders within the larger context of educational politics and systemic inequities. Findings: Testimonios of participants centered on four themes related to how they confronted gender roles and expectations of motherhood, the criticality of mentorship, how they confronted and addressed racism and sexism, and harnessed bilingualism to empower self and others. Implications: Findings help inform those seeking to meet the needs of our growing Latinx student population, including school district administrators, current and upcoming school leaders, and those working to prepare a more diverse school leadership pipeline.
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