Diversifying High Schools in Racially Changing Suburban Districts: Expanding Opportunity, Creating Barriers?

Frankenberg, Erica; Ayscue, Jennifer B.; Tyler, Alison

doi:10.1080/0161956x.2016.1184946

Cited by 8 publications

(6 citation statements)

References 17 publications

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“…A few studies examine the principal role in intra- or interdistrict open enrollment plans (DiMartino & Jessen, 2016; Frankenberg, Ayscue, & Tyler, 2016; Holme et al, 2013; Kasman & Loeb, 2013). Holme et al (2013) studied principal and teacher responses in two low-performing public high schools operating in a city with open enrollment and charters.…”

Section: Open Enrollment Leadership and Equitymentioning

confidence: 99%

“…Furthermore, principals may have to overcome being in the “wrong” neighborhood, a term fraught with racial and economic connotation (Holme, 2002; Lareau & Goyette, 2014). In this competitive structure, the perceived “winners” can to some degree “rest on their laurels,” or not engage as actively in recruitment and competitive strategy, whereas the perceived “losers,” or even “average” schools, may be motivated to reinvent their narrative by establishing a niche program or through community outreach (Frankenberg et al, 2016).…”

Section: Open Enrollment Leadership and Equitymentioning

confidence: 99%

See 1 more Smart Citation

On Becoming a District of Choice: Implications for Equity Along the United States–Mexico Border

Kotok

Knight

Jabbar

et al. 2019

Educational Administration Quarterly

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Purpose: Despite the popularity of open enrollment as a school choice mechanism, there is little research on how principals behave in a district-run competitive setting. This study adds to our understanding of how open enrollment policies affect the role of the principal as well as educational equity by examining the roles and behaviors of school principals in an unregulated marketplace of schools. Research Method: This study uses an explanatory sequential mixed methods approach. We first analyze school-level transfer data for school year 2014-2015 and demographic data in order to examine trends such as poverty concentration as well as to identify “winners,” “losers,” and “nonplayers” in the open enrollment marketplace. Since principals are heavily involved in recruitment, student screening, and selection of specialized programs, we interviewed 12 principals to better understand their role in the competitive settings. Findings: We find that some schools have emerged as “winners” in this marketplace, attracting large numbers of transfers without losing many students, while other principals and schools struggle to overcome a negative perception and find a market niche to attract students. Our quantitative analysis indicates a relatively small relationship between open enrollment and increased segregation in the district. District oversight seems to have prevented worsening segregation. However, many principals seek more control on the screening process raising equity concerns if formal regulations are not provided. Implications: These findings have implications for school and district leaders navigating open enrollment plans as a means to increase enrollments and encourage innovation while also maintaining equity.

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Section: Open Enrollment Leadership and Equitymentioning

confidence: 99%

Section: Open Enrollment Leadership and Equitymentioning

confidence: 99%

On Becoming a District of Choice: Implications for Equity Along the United States–Mexico Border

Kotok

Knight

Jabbar

et al. 2019

Educational Administration Quarterly

View full text Add to dashboard Cite

show abstract

“…The integrative model would suggest that diversity, in contrast, would support more promotive educational settings and greater uptake of the larger norms around involvement and engagement in school. When teachers oversee classrooms with more diverse student populations, they may become more open and accepting of difference and more sensitive to the needs of diverse families (Allison & Rehm, 2006; Frankenberg, & Siegel-Hawley, 2008). Thus, teachers may foster classroom cultures that are more inviting and better promote active connections with parents.…”

Section: Home-school Connections As a Critical Linkmentioning

confidence: 99%

Classroom Race/Ethnic Composition, Family-School Connections, and the Transition to School

Benner

Yan

2014

Applied Developmental Science

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Using data from the Early Childhood Longitudinal Study–Kindergarten Cohort (N = 13,970), we examined whether two aspects of school-family connections—parental involvement and communication quality—accounted for the association between classroom composition and children's academic and socioemotional functioning following the transition to elementary school. For students with more same-race/ethnic representation in their classrooms, greater classroom race/ethnic diversity promoted more parental involvement, which in turn promoted children's interpersonal skills and reading achievement. Classroom diversity made little difference on parental involvement when students had fewer same-race/ethnic peers in the classroom. Teacher-parent communication quality did not emerge as an explanatory mechanism, and findings did not vary by the race/ethnic match between students and their teachers.

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“…These studies have identified key actions – and, in some cases, inaction – that leaders take in response to changing demographics. For example, school and district leaders have expanded language support for multilingual learners (Turner, 2015), developed strategies to reduce racial and ethnic segregation within and across schools (Frankenberg et al, 2016), hired additional staff, expanded professional development (Holme et al, 2014), and adopted culturally responsive curricula, pedagogies, and behavioral management approaches (Holme et al, 2014). Importantly, researchers have revealed that multiple forces shape and bound school leaders’ responses to demographic change, including the macro-level policy context in which leaders operate, institutional norms, and the histories and cultures of individual communities (DeBray & Grooms, 2012; Diem et al, 2016; Welton et al, 2015).…”

Section: Grounding Literaturementioning

confidence: 99%

Commanding Through Change: A Conceptual Model for School Leadership Amid Gentrification

Butler

Boggs

2023

Journal of School Leadership

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Background: As gentrification transforms the physical, cultural, and demographic character of urban landscapes, an expansive body of research has generated insights into the meanings and implications of this process for public schools. How school leaders facilitate or constrain school gentrification is a growing area of inquiry. Research Design: This article analyzes the literature on school gentrification and presents a conceptual model to frame how school leaders’ responses influence the trajectory of school transformation. Results: Drawing on 18 studies of school gentrification’s dynamics, we outline how school leaders communicate and market schools to families, cultivate school climates, and manage personnel and resources amid gentrification. Conclusions: We argue that school leaders play critical roles in gentrification processes and that their actions can interrupt or exacerbate inequities in gentrifying schools. We conclude with implications for policy, research, and practice.

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Diversifying High Schools in Racially Changing Suburban Districts: Expanding Opportunity, Creating Barriers?

Cited by 8 publications

References 17 publications

On Becoming a District of Choice: Implications for Equity Along the United States–Mexico Border

On Becoming a District of Choice: Implications for Equity Along the United States–Mexico Border

Classroom Race/Ethnic Composition, Family-School Connections, and the Transition to School

Commanding Through Change: A Conceptual Model for School Leadership Amid Gentrification

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