TY - JOUR
T1 - Principals, Power, and Policy
T2 - Enacting "Supplemental Educational Services"
AU - Koyama, Jill
PY - 2011/3
Y1 - 2011/3
N2 - Under No Child Left Behind (NCLB), schools that do not make adequate yearly progress must offer afterschool tutoring, entitled "Supplemental Educational Services" (SES). Drawing on 40 months of ethnographic research and utilizing actor-network theory, this article shows principals co-opting the SES provisions to do what they determine is required for their schools, often in defiance of NCLB. It demonstrates how, within an increasingly centralized governance of public schools and heightened private intervention, principals emerge as powerful policy actors.
AB - Under No Child Left Behind (NCLB), schools that do not make adequate yearly progress must offer afterschool tutoring, entitled "Supplemental Educational Services" (SES). Drawing on 40 months of ethnographic research and utilizing actor-network theory, this article shows principals co-opting the SES provisions to do what they determine is required for their schools, often in defiance of NCLB. It demonstrates how, within an increasingly centralized governance of public schools and heightened private intervention, principals emerge as powerful policy actors.
KW - Actor-network theory
KW - NCLB
KW - Policy
KW - Principal
KW - SES
UR - http://www.scopus.com/inward/record.url?scp=79951632562&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79951632562&partnerID=8YFLogxK
U2 - 10.1111/j.1548-1492.2010.01108.x
DO - 10.1111/j.1548-1492.2010.01108.x
M3 - Article
AN - SCOPUS:79951632562
SN - 0161-7761
VL - 42
SP - 20
EP - 36
JO - Anthropology and Education Quarterly
JF - Anthropology and Education Quarterly
IS - 1
ER -