Counter engagement: parents refusing high stakes testing and questioning policy in the era of the common core

Stephanie Abraham, Beth Wassell, Kathryn Luet, Nancy Vitalone-Racarro

Research output: Contribution to journalArticle

Abstract

This study is a critical discourse analysis of the New Jersey Opt-Out Movement. In 2015, and in response to the increasing standardization of US public school instruction, and over-use of high-stakes testing, NJ parents began to refuse to allow their children to take a key end-of-the year exam, the PARCC. We employ the concepts of master and counter narratives to exam the qualitative data that was collected in an online-questionnaire, a focus group, and refusal letters. We argue that these parents have refused this exam for their children based on differing reasons, that parents effectively changed the master narrative of the PARCC to grow their movement, and their refusal letters were key in promoting a new counter narrative.

Original languageEnglish (US)
Pages (from-to)523-546
Number of pages24
JournalJournal of Education Policy
Volume34
Issue number4
DOIs
StatePublished - Jul 4 2019

Fingerprint

parents
narrative
discourse analysis
instruction
questionnaire
school
Group

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{5751b45aca084c3a8369c43e5339eeaf,
title = "Counter engagement: parents refusing high stakes testing and questioning policy in the era of the common core",
abstract = "This study is a critical discourse analysis of the New Jersey Opt-Out Movement. In 2015, and in response to the increasing standardization of US public school instruction, and over-use of high-stakes testing, NJ parents began to refuse to allow their children to take a key end-of-the year exam, the PARCC. We employ the concepts of master and counter narratives to exam the qualitative data that was collected in an online-questionnaire, a focus group, and refusal letters. We argue that these parents have refused this exam for their children based on differing reasons, that parents effectively changed the master narrative of the PARCC to grow their movement, and their refusal letters were key in promoting a new counter narrative.",
author = "Stephanie Abraham and Beth Wassell and Kathryn Luet and Nancy Vitalone-Racarro",
year = "2019",
month = "7",
day = "4",
doi = "https://doi.org/10.1080/02680939.2018.1471161",
language = "English (US)",
volume = "34",
pages = "523--546",
journal = "Journal of Education Policy",
issn = "0268-0939",
publisher = "Routledge",
number = "4",

}

Counter engagement : parents refusing high stakes testing and questioning policy in the era of the common core. / Abraham, Stephanie; Wassell, Beth; Luet, Kathryn; Vitalone-Racarro, Nancy.

In: Journal of Education Policy, Vol. 34, No. 4, 04.07.2019, p. 523-546.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Counter engagement

T2 - parents refusing high stakes testing and questioning policy in the era of the common core

AU - Abraham, Stephanie

AU - Wassell, Beth

AU - Luet, Kathryn

AU - Vitalone-Racarro, Nancy

PY - 2019/7/4

Y1 - 2019/7/4

N2 - This study is a critical discourse analysis of the New Jersey Opt-Out Movement. In 2015, and in response to the increasing standardization of US public school instruction, and over-use of high-stakes testing, NJ parents began to refuse to allow their children to take a key end-of-the year exam, the PARCC. We employ the concepts of master and counter narratives to exam the qualitative data that was collected in an online-questionnaire, a focus group, and refusal letters. We argue that these parents have refused this exam for their children based on differing reasons, that parents effectively changed the master narrative of the PARCC to grow their movement, and their refusal letters were key in promoting a new counter narrative.

AB - This study is a critical discourse analysis of the New Jersey Opt-Out Movement. In 2015, and in response to the increasing standardization of US public school instruction, and over-use of high-stakes testing, NJ parents began to refuse to allow their children to take a key end-of-the year exam, the PARCC. We employ the concepts of master and counter narratives to exam the qualitative data that was collected in an online-questionnaire, a focus group, and refusal letters. We argue that these parents have refused this exam for their children based on differing reasons, that parents effectively changed the master narrative of the PARCC to grow their movement, and their refusal letters were key in promoting a new counter narrative.

UR - http://www.scopus.com/inward/record.url?scp=85046635334&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85046635334&partnerID=8YFLogxK

U2 - https://doi.org/10.1080/02680939.2018.1471161

DO - https://doi.org/10.1080/02680939.2018.1471161

M3 - Article

VL - 34

SP - 523

EP - 546

JO - Journal of Education Policy

JF - Journal of Education Policy

SN - 0268-0939

IS - 4

ER -