Opting Out: Parents Creating Contested Spaces to Challenge Standardized Tests

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This article explores how the opt-out movement has responded to the combination of a stringent federal policy with weak and often variable implementation among the states.

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20 p.

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Mitra, Dana; Mann, Bryan & Hlavacik, Mark March 7, 2016.

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This article is part of the collection entitled: UNT Scholarly Works and was provided by the UNT College of Arts and Sciences to the UNT Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 71 times. More information about this article can be viewed below.

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This article explores how the opt-out movement has responded to the combination of a stringent federal policy with weak and often variable implementation among the states.

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20 p.

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Abstract: We explore how the opt-out movement has responded to the combination of a stringent federal policy with weak and often variable implementation among the states. Gaps between federal expectations and states’ understandings of just how to make NCLB’s demands a reality have created policy ambiguity. Parents who oppose standardized testing have recognized the resulting tensions and oversights in state education systems as a policy vacuum rife with opportunities for resistance. We examine how parents have exploited policy ambiguity through creating contested spaces—places of agency in stringent policy environments in which grassroots can question policy authority and take action. We conclude by considering whether these contested spaces are sustainable and whether the policy outcomes generated in contested spaces are reasonably equitable.

Resumen: Exploramos cómo el movimiento de opt-out (optando por salirse) ha respondido a la combinación de una política federal estricta con una débil y con frecuencia variable aplicación de esas políticas entre los Estados. Las brechas entre las expectativas federales y como los estados entienden cómo cumplir con las demandas de la ley NCLB han creado ambigüedad política. Los padres que se oponen a las pruebas estandarizadas han reconocido las tensiones resultantes y falta de atención de los sistemas educativos estatales como un vacío político plagado de oportunidades de resistencia. Examinamos cómo los padres han aprovechado la ambigüedad política a través de la creación de espacios de disputa-lugares de la agencia en entornos políticos restringidos en el que movimientos de base pueden cuestionar la autoridad política y tomar acción. Concluimos considerando si estos espacios de disputa son sostenibles y si los resultados de las políticas que se generan en espacios de disputas son razonablemente equitativas.

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  • Education Policy Analysis Archives, 24(31), Arizona State University Mary Lou Fulton Teachers College and University of South Florida, March 7, 2016, pp. 1-20

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  • Publication Title: Education Policy Analysis Archives
  • Volume: 24
  • Issue: 31

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  • March 7, 2016

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  • Aug. 8, 2018, 8:27 a.m.

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  • Nov. 28, 2023, 12:36 p.m.

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Mitra, Dana; Mann, Bryan & Hlavacik, Mark. Opting Out: Parents Creating Contested Spaces to Challenge Standardized Tests, article, March 7, 2016; Tempe, Arizona. (https://digital.library.unt.edu/ark:/67531/metadc1225787/: accessed December 2, 2023), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT College of Arts and Sciences.

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