Promoting access through segregation

The emergence of the "prioritized curriculum" class

Jessica Bacon, Carrie E. Rood, Beth A. Ferri

Research output: Contribution to journalArticleResearchpeer-review

5 Citations (Scopus)

Abstract

The continuously evolving standards-based reform (SBR) movement is one of the most prominent features of today's educational policy landscape. As SBR has continued to drive educational policy, local schools and districts have adopted many approaches to comply with legal mandates. This article critically examines one particular resultant phenomenon of the SBR movement-the emergence of a new track of self-contained classes called Prioritized Curriculum classes, designed to provide students with disabilities access to standards-based general education curriculum, but in a segregated class. In this article we document the emergence of such courses and critically analyze the rationales and policy loopholes that have led to their creation.

Original languageEnglish
Pages (from-to)1-22
Number of pages22
JournalTeachers College Record
Volume118
Issue number14
StatePublished - 1 Jan 2016

Fingerprint

segregation
curriculum
reform movement
educational policy
education curriculum
general education
disability
district
reform
school
student

Cite this

@article{21469202a6514cfc8d26437c6ec64b58,
title = "Promoting access through segregation: The emergence of the {"}prioritized curriculum{"} class",
abstract = "The continuously evolving standards-based reform (SBR) movement is one of the most prominent features of today's educational policy landscape. As SBR has continued to drive educational policy, local schools and districts have adopted many approaches to comply with legal mandates. This article critically examines one particular resultant phenomenon of the SBR movement-the emergence of a new track of self-contained classes called Prioritized Curriculum classes, designed to provide students with disabilities access to standards-based general education curriculum, but in a segregated class. In this article we document the emergence of such courses and critically analyze the rationales and policy loopholes that have led to their creation.",
author = "Jessica Bacon and Rood, {Carrie E.} and Ferri, {Beth A.}",
year = "2016",
month = "1",
day = "1",
language = "English",
volume = "118",
pages = "1--22",
journal = "Teachers College Record",
issn = "0161-4681",
publisher = "Teachers College Record",
number = "14",

}

Promoting access through segregation : The emergence of the "prioritized curriculum" class. / Bacon, Jessica; Rood, Carrie E.; Ferri, Beth A.

In: Teachers College Record, Vol. 118, No. 14, 01.01.2016, p. 1-22.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Promoting access through segregation

T2 - The emergence of the "prioritized curriculum" class

AU - Bacon, Jessica

AU - Rood, Carrie E.

AU - Ferri, Beth A.

PY - 2016/1/1

Y1 - 2016/1/1

N2 - The continuously evolving standards-based reform (SBR) movement is one of the most prominent features of today's educational policy landscape. As SBR has continued to drive educational policy, local schools and districts have adopted many approaches to comply with legal mandates. This article critically examines one particular resultant phenomenon of the SBR movement-the emergence of a new track of self-contained classes called Prioritized Curriculum classes, designed to provide students with disabilities access to standards-based general education curriculum, but in a segregated class. In this article we document the emergence of such courses and critically analyze the rationales and policy loopholes that have led to their creation.

AB - The continuously evolving standards-based reform (SBR) movement is one of the most prominent features of today's educational policy landscape. As SBR has continued to drive educational policy, local schools and districts have adopted many approaches to comply with legal mandates. This article critically examines one particular resultant phenomenon of the SBR movement-the emergence of a new track of self-contained classes called Prioritized Curriculum classes, designed to provide students with disabilities access to standards-based general education curriculum, but in a segregated class. In this article we document the emergence of such courses and critically analyze the rationales and policy loopholes that have led to their creation.

UR - http://www.scopus.com/inward/record.url?scp=85009285499&partnerID=8YFLogxK

M3 - Article

VL - 118

SP - 1

EP - 22

JO - Teachers College Record

JF - Teachers College Record

SN - 0161-4681

IS - 14

ER -