Kevin G Welner
Biographic Data
| ID | 2323161 |
|---|---|
| NAME | Kevin G Welner |
| GIVEN NAMES | Kevin G |
| FAMILY NAME | Welner |
| SIGNATURE | WELNER K G |
| AFFILIATIONS | University of Colorado Boulder |
| ORCID | 0000-0002-7829-3339 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Continuing the conversation
Throughout his journey from applied researcher to world-renowned scholar, David Berliner was committed to education research that matters—not just within academic circles, but within classrooms and communities. As a public intellectual and a fierce advocate for public education, David expertly and courageously engaged in education debates, bridged research with practice, debunked myths and exposed misinformation, and in the process, reshaped how …
Charting the Path to the Outsourcing of Discrimination Through School Choice
The growth of state laws creating private school vouchers and charter schools has mounting and alarming ramifications for students' rights, and those ramifications are shaped by a complex and shifting set of legal rules. This article explains the interplay between the increase of these school-choice programs, the U.S. Supreme Court's recent free-exercise decisions, long-standing antidiscrimination laws, and the now-tenuous applicability of those …
Should Religious Schools Be Publicly Funded? Issues of Religion, Discrimination, and Equity
This issue offers a critical opportunity to reflect on an enduring question in education: Should religious schools be state-funded? To facilitate this reflection, this issue offers six studies from Canada, Spain, and the United States. Each delves into the unique relationships between state-funded schooling and religion in their respective contexts. In particular, these studies examine how the relationships have shifted due to numerous factors, i…
Teachers as market influencers
Marketing in schools has a new twist, and teachers are at the center. Corporate firms, particularly those producing education-technology products, have contracted with teachers to become so-called brand ambassadors and micro-influencers. Scant research, however, has examined these brand ambassador arrangements, leaving policymakers uninformed about the implications for students, teachers, and schools. In this article, we delve into what it means …
Closing the Opportunity Gap
While the achievement gap has dominated policy discussions over the past two decades, relatively little attention has been paid to a gap that is even more at odds with American ideals: the opportunity gap. Opportunity and achievement, while inextricably connected, are very different goals. Every American will not go to college. But every American should be given fair opportunities to be prepared for college. By treating opportunity as an aftertho…
Evidence and Rigor
The nation’s lawmakers have frequently voiced the basic principle that important policy decisions should be evidence based. In this commentary, the authors describe the approach the U.S. Department of Education has taken in its Increasing Educational Productivity project. The authors argue that the department’s actual practice in this instance has fallen short of the rhetorical embrace of evidence-based decision making, and they explain the poten…
Scholars as Policy Actors
Courts, students are told, will protect minorities’ legal rights against popular sentiment and political pressure. But courts can be expected to protect rights only within boundaries shaped in part by popular and political opinion. This suggests that litigation outcomes regarding education rights issues will depend on shifting the policymaking context through broad societal changes in perspective about the importance of equitable schooling. This …
Charter Ranking Roulette
Since 1996, the Center for Education Reform has released an annual report card, grading each state’s charter school legislation and labeling as the “strongest” those laws placing the fewest and slightest restrictions on charter schools. While the Center for Education Reform rankings have undoubtedly been the most influential, at least four other systems have been developed. In this article, we analyze the different ranking systems, including a ne…
Small Doses of Arsenic
Alternative Approaches to the Politics of Detracking
Notwithstanding empirical, pedagogical, and ethical criticism, the practice of tracking remains widespread. In part, this is because the process of detracking is seen as difficult and uncertain. This article uses case studies to introduce and illustrate 2 alternative approaches for moving forward with detracking reforms. The first, winning them over, is effective in a school community that is willing to engage in school reforms that promote equit…
School Reform, Politics, and Tracking
They Retard What They Cannot Repel
Kevin G. Welner, They Retard What They Cannot Repel: Examining the Role Teachers Sometimes Play in Subverting Equity-Minded Reforms, The Journal of Negro Education, Vol. 68, No. 2 (Spring, 1999), pp. 200-212
Alternative Approaches to the Politics of Detracking
Notwithstanding empirical, pedagogical, and ethical criticism, the practice of tracking remains widespread. In part, this is because the process of detracking is seen as difficult and uncertain. This article uses case studies to introduce and illustrate 2 alternative approaches for moving forward with detracking reforms. The first, winning them over, is effective in a school community that is willing to engage in school reforms that promote equit…
Scholars as Policy Actors
Courts, students are told, will protect minorities’ legal rights against popular sentiment and political pressure. But courts can be expected to protect rights only within boundaries shaped in part by popular and political opinion. This suggests that litigation outcomes regarding education rights issues will depend on shifting the policymaking context through broad societal changes in perspective about the importance of equitable schooling. This …
Evidence and Rigor
The nation’s lawmakers have frequently voiced the basic principle that important policy decisions should be evidence based. In this commentary, the authors describe the approach the U.S. Department of Education has taken in its Increasing Educational Productivity project. The authors argue that the department’s actual practice in this instance has fallen short of the rhetorical embrace of evidence-based decision making, and they explain the poten…
Should Religious Schools Be Publicly Funded? Issues of Religion, Discrimination, and Equity
This issue offers a critical opportunity to reflect on an enduring question in education: Should religious schools be state-funded? To facilitate this reflection, this issue offers six studies from Canada, Spain, and the United States. Each delves into the unique relationships between state-funded schooling and religion in their respective contexts. In particular, these studies examine how the relationships have shifted due to numerous factors, i…
Charter Ranking Roulette
Since 1996, the Center for Education Reform has released an annual report card, grading each state’s charter school legislation and labeling as the “strongest” those laws placing the fewest and slightest restrictions on charter schools. While the Center for Education Reform rankings have undoubtedly been the most influential, at least four other systems have been developed. In this article, we analyze the different ranking systems, including a ne…
School Reform, Politics, and Tracking
They Retard What They Cannot Repel
Kevin G. Welner, They Retard What They Cannot Repel: Examining the Role Teachers Sometimes Play in Subverting Equity-Minded Reforms, The Journal of Negro Education, Vol. 68, No. 2 (Spring, 1999), pp. 200-212
They Retard What They Cannot Repel
Kevin G. Welner, They Retard What They Cannot Repel: Examining the Role Teachers Sometimes Play in Subverting Equity-Minded Reforms, The Journal of Negro Education, Vol. 68, No. 2 (Spring, 1999), pp. 200-212
School Reform, Politics, and Tracking
Small Doses of Arsenic
Alternative Approaches to the Politics of Detracking
Notwithstanding empirical, pedagogical, and ethical criticism, the practice of tracking remains widespread. In part, this is because the process of detracking is seen as difficult and uncertain. This article uses case studies to introduce and illustrate 2 alternative approaches for moving forward with detracking reforms. The first, winning them over, is effective in a school community that is willing to engage in school reforms that promote equit…
Charter Ranking Roulette
Since 1996, the Center for Education Reform has released an annual report card, grading each state’s charter school legislation and labeling as the “strongest” those laws placing the fewest and slightest restrictions on charter schools. While the Center for Education Reform rankings have undoubtedly been the most influential, at least four other systems have been developed. In this article, we analyze the different ranking systems, including a ne…
Evidence and Rigor
The nation’s lawmakers have frequently voiced the basic principle that important policy decisions should be evidence based. In this commentary, the authors describe the approach the U.S. Department of Education has taken in its Increasing Educational Productivity project. The authors argue that the department’s actual practice in this instance has fallen short of the rhetorical embrace of evidence-based decision making, and they explain the poten…
Scholars as Policy Actors
Courts, students are told, will protect minorities’ legal rights against popular sentiment and political pressure. But courts can be expected to protect rights only within boundaries shaped in part by popular and political opinion. This suggests that litigation outcomes regarding education rights issues will depend on shifting the policymaking context through broad societal changes in perspective about the importance of equitable schooling. This …
Closing the Opportunity Gap
While the achievement gap has dominated policy discussions over the past two decades, relatively little attention has been paid to a gap that is even more at odds with American ideals: the opportunity gap. Opportunity and achievement, while inextricably connected, are very different goals. Every American will not go to college. But every American should be given fair opportunities to be prepared for college. By treating opportunity as an aftertho…
Teachers as market influencers
Marketing in schools has a new twist, and teachers are at the center. Corporate firms, particularly those producing education-technology products, have contracted with teachers to become so-called brand ambassadors and micro-influencers. Scant research, however, has examined these brand ambassador arrangements, leaving policymakers uninformed about the implications for students, teachers, and schools. In this article, we delve into what it means …
Charting the Path to the Outsourcing of Discrimination Through School Choice
The growth of state laws creating private school vouchers and charter schools has mounting and alarming ramifications for students' rights, and those ramifications are shaped by a complex and shifting set of legal rules. This article explains the interplay between the increase of these school-choice programs, the U.S. Supreme Court's recent free-exercise decisions, long-standing antidiscrimination laws, and the now-tenuous applicability of those …
Should Religious Schools Be Publicly Funded? Issues of Religion, Discrimination, and Equity
This issue offers a critical opportunity to reflect on an enduring question in education: Should religious schools be state-funded? To facilitate this reflection, this issue offers six studies from Canada, Spain, and the United States. Each delves into the unique relationships between state-funded schooling and religion in their respective contexts. In particular, these studies examine how the relationships have shifted due to numerous factors, i…
Continuing the conversation
Throughout his journey from applied researcher to world-renowned scholar, David Berliner was committed to education research that matters—not just within academic circles, but within classrooms and communities. As a public intellectual and a fierce advocate for public education, David expertly and courageously engaged in education debates, bridged research with practice, debunked myths and exposed misinformation, and in the process, reshaped how …
Political science (10 works) · Law (9 works) · Sociology (9 works) · Law (7 works) · Pedagogy (5 works) · School Choice and Performance (5 works) · Law and economics (4 works) · Politics (4 works) · Public Administration (4 works) · Public Administration (4 works)