Institutions and organizational change: reforming New York City’s public school system

Traver, Amy E.

doi:10.1080/02680930600866090

Cited by 12 publications

(12 citation statements)

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“…Institutional and organizational theory is another stream of research on marketization and school response that focuses on institutional behaviour as situated in and influenced by other organizations, and by wider social and mental structures (Lubienski 2003;Powell and DiMaggio 1991;Traver 2006). Such research shows that schools optimize their marketing strategies to attract desirable students rather than providing a more horizontally diversified supply of education which would contradict the intention of the school market/ing policy (Lubienski 2006;Lubienski, Gulosino, and Weitzel 2009).…”

Section: Research On Marketization School Choice and School Responsementioning

confidence: 99%

School competition and social stratification in the deregulated upper secondary school market in Stockholm

Forsberg

2018

British Journal of Sociology of Education

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Drawing on the case of upper secondary education in Stockholm, this article analyses school-based responses to a superimposed market and how this is related to social stratification. Furthermore, schools' and pupils' encounters with the market are analysed in relation to Bourdieu's concepts of field, capital and strategy. Methodologically, the quantitative method of correspondence analysis is combined with semi-structured interviews with senior administrative officers and principals. Analysis shows how the overarching structure of this particular field-a historically pre-existing social order of upper secondary education in Stockholm-is related to the complex set of strategies that schools develop in the school market. Schools located at the elite pole of the field, serving the educational needs of a small minority of either the wealthy or the culturally rich upper middle class, are less affected by marketization. In the most populous social mid-tier of the field, schools are more likely to turn education into a mass-produced commodity, while schools at the socially dominated pole, without a competitive product, are more exposed to the market's stratifying impact.

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Section: Research On Marketization School Choice and School Responsementioning

confidence: 99%

School competition and social stratification in the deregulated upper secondary school market in Stockholm

Forsberg

2018

British Journal of Sociology of Education

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“…These mayors, and their appointees, in addition to reversing community-level decentralization policies and centralizing power in themselves, have not only favored the test-based accountability movement, but have also applied business logic to school problems and, in accordance with that, have implemented a number of reforms based in market ideology such as vouchers, charter schools, and merit pay schemes for teachers, for example (e.g., Carl, 2009;Lipman, 2002;Lytle, 2013;Traver, 2006). By virtue of being premised on market mechanisms, such lines of reform tend inherently to militate against community control of schools as well as progressive community empowerment more generally (Edwards & Klees, 2012).…”

Section: Wave 2: Mid 1980s-mid 1990s Decentralization As Local Decismentioning

confidence: 99%

Historical Trends in Educational Decentralization in the United States and Developing Countries: A Periodization and Comparison in the Post-WWII Context

Edwards

DeMatthews

2014

EPAA

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In the present work, we fill a gap in the writing on the decentralization of educational governance by periodizing and comparing trends that have fallen under this label in both the United States and developing countries in the post-WWII period (1945-present). The findings are informed by a review of 127 decentralization-related studies from seven leading, peer-reviewed journals in comparative and international education, in addition to the Journal of Education Policy, Journal of Educational Administration, and Harvard Education Review. We combine this review with works that address larger political and economic shifts. One key finding is that the application of communitylevel decentralization in developing countries has not been as widespread as global rhetoric during the 1990s and 2000s would imply. A second key finding is that there has been a relatively recent shift away from decentralization towards other forms of accountability-based reforms in both the United States and developing countries. epaa aapeEducation Policy Analysis Archives Vol. 22 No. 40 2 Tendencias históricas en los procesos de descentralización educativa en los Estados Unidos y en los países en desarrollo en el contexto posterior a la Segunda Guerra Mundial. Resumen: Este trabajo, completa una brecha en la literatura sobre la descentralización de la gestión educativa con la periodización y la comparación de los procesos descentralizadores tanto en Estados Unidos como en los países en desarrollo en el período posterior a la Segunda Guerra Mundial (1945presente). Los resultados provienen de una revisión de 127 estudios sobre descentralización publicados en siete de las principales revistas en educación comparada e internacional, además de Journal of Education Policy, Journal of Educational Administration, and Harvard Education Review. Combinamos esta revisión con análisis de trabajos que abordan grandes cambios políticos y económicos para delinear dos dinámicas que impulsaron la descentralización. Un hallazgo clave es que la aplicación de la descentralización al nivel de las comunidades locales en los países en desarrollo no ha sido tan generalizada como la retórica mundial durante los años 1990 y 2000 implicaría. Un segundo hallazgo clave es que ha habido un cambio relativamente reciente que abandona los modelos de descentralización hacia otras formas de reformas basadas en la rendición de cuentas, tanto en los Estados Unidos y los países en desarrollo. Palabras clave: Descentralización; gestión basada en la escuela; gobernabilidad control comunitario de la Educación; Estados Unidos; países en desarrollo; Neoliberalismo As tendências históricas nos processos de descentralização educacional nos Estados Unidos e em países em desenvolvimento no contexto pós-Segunda Guerra Mundial.Resumo: Este trabalho completa uma lacuna na literatura sobre a descentralização da gestão da educação, com a periodização e comparação das tendencias descentralizadores, tanto nos Estados Unidos como em os países em desenvolvimento no período após a II Guerra Mundia...

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“…However, these researchers also found that the achievement gap widened between African American and White students under mayoral control (Wong et al, 2007). Furthermore, critics associate mayoral control with a larger neoliberal reform agenda (Lipman & Haines, 2007;Lipman & Hursh, 2007;Traver, 2006). Furthermore, critics associate mayoral control with a larger neoliberal reform agenda (Lipman & Haines, 2007;Lipman & Hursh, 2007;Traver, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Traver (2006) argued that teachers felt disenfranchised by policies enacted under mayoral control in New York and consequently resisted implementation of curricula and other reforms. Traver (2006) argued that teachers felt disenfranchised by policies enacted under mayoral control in New York and consequently resisted implementation of curricula and other reforms.…”

Section: Literature Reviewmentioning

confidence: 99%

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Democracy (In)Action

Kretchmar

2011

Education and Urban Society

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In this article, I serve as a secretary for the critical policy analysis presented by hundreds of teachers, parents, students, and community members during 19 public hearings on school closures in New York City. In testimony at hearings, community members rejected the narrow, statistical approach they felt the Department of Education was using to develop policy. They examined the stated motives for school closures, the terms on which school closures were justified, the interests negotiated in policies, and the consequences of these decisions. Finally, this article challenges academics and policymakers to engage more authentically with community knowledge.

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Institutions and organizational change: reforming New York City’s public school system

Cited by 12 publications

References 13 publications

School competition and social stratification in the deregulated upper secondary school market in Stockholm

School competition and social stratification in the deregulated upper secondary school market in Stockholm

Historical Trends in Educational Decentralization in the United States and Developing Countries: A Periodization and Comparison in the Post-WWII Context

Democracy (In)Action

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