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

Stephanie Abraham; Beth A. Wassell; Kathryn Mc Ginn Luet; Nancy Vitalone-Racarro

doi:10.1080/02680939.2018.1471161

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

Stephanie Abraham, Beth A. Wassell, Kathryn Mc Ginn Luet, Nancy Vitalone-Racarro

Critical Lit, Tech Mulitlingual Ed

Rowan University

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

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 language	American English
Pages (from-to)	523-546
Number of pages	24
Journal	Journal of Education Policy
Volume	34
Issue number	4
DOIs	https://doi.org/10.1080/02680939.2018.1471161
State	Published - Jul 4 2019

ASJC Scopus subject areas

Education

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10.1080/02680939.2018.1471161

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

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