2022
DOI: 10.3102/00028312221079302
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For Some and for All: Subgroup Entitlement Policies and Daily Opportunity Provision in Segregated Schools

Abstract: Educators in economically and racially segregated schools enact subgroup entitlement policies, such as Title III and IDEA (Individuals with Disabilities Education Act), as they negotiate the diverse and underserved needs throughout the student body. How do subgroup entitlement policies for English learners and students with disabilities shape daily opportunity provision—the day-to-day distribution of resources—in segregated schools? This ethnographic study of a public middle school reveals that the implementat… Show more

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Cited by 5 publications
(2 citation statements)
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“…Assigning students to tracks or classrooms based on assessment scores—without attending to environmental contributions to underperformance—has been documented in the education of MLs and other minoritized students (Kangas & Cook, 2020; Valencia, 1997). As previously discussed, MLs already have an established history of disadvantageous placements into low‐track courses and self‐contained segregated classrooms wherein academic and language learning opportunities are limited (Dabach, 2014; Estrada, 2014; Garver, 2022; Kanno, 2021). Yet, as this research highlights, such placements are often considered the consequence, and not the origin, of MLs' inhibited academic and linguistic growth.…”
Section: Ilps: Review Of Promises and Pitfallsmentioning
confidence: 99%
“…Assigning students to tracks or classrooms based on assessment scores—without attending to environmental contributions to underperformance—has been documented in the education of MLs and other minoritized students (Kangas & Cook, 2020; Valencia, 1997). As previously discussed, MLs already have an established history of disadvantageous placements into low‐track courses and self‐contained segregated classrooms wherein academic and language learning opportunities are limited (Dabach, 2014; Estrada, 2014; Garver, 2022; Kanno, 2021). Yet, as this research highlights, such placements are often considered the consequence, and not the origin, of MLs' inhibited academic and linguistic growth.…”
Section: Ilps: Review Of Promises and Pitfallsmentioning
confidence: 99%
“…Federal policies are framed broadly, which leaves district and school leaders grappling with state and local educational policies that may appear to conflict with federal ML-EL policies (Garver, 2022; Garver & Hopkins, 2020). Local politics and policy contexts also inform institutional actors’ abilities, if not will, to enact equity for ML-EL students and other marginalized groups (Golash-Boza & Valdez, 2018).…”
Section: Introductionmentioning
confidence: 99%