School policies and educational opportunities for minority students
Bibliographic Data
| ID | 11260696 |
|---|---|
| Authors | Daniel L Duke (0000-0002-0235-0800, University of Virginia, corresponding author) |
| Year | 1989 |
| Volume | 66 |
| Issue | 4 |
| Pages | 17-29 |
| Publication date | 1989-06-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01619568909538659 |
| OpenAlex | W2048830927 |
| Language | EN |
| References cited | 5 |
Schools are bureaucratic organizations characterized by a variety of structural features. Among these features are rules, regulations, and procedures designed to focus the efforts of and school employees on the achievement of organizational goals. Rules, regulations, and procedures typically draw their legitimacy from policies developed at the district, state, and federal levels. It is often difficult to determine where policies stop and rules, regulations, and procedures begin. The purpose of this article is to examine various school policies, along with related rules, regulations, and procedures in order to determine whether they work to the disadvantage of minority students., The material in this article derives, in part, from a new book by the author and a colleague. School Policy (Duke & Canady, 1991) is premised on the notion that the policies which exert the greatest impact on the lives of tend to be those that are developed locally, rather than at state and national levels. These policies concern such matters as curriculum, scheduling, grouping, assessment, grading, and discipline. The book offers a definition of a good policy as one that increases the likelihood that school goals will be achieved without adversely affecting any particular group of students (Duke & Canady, 1991, p. 7). I propose to use this conception of good policy to guide my review of key policies developed at the local level. My intention is to identify policies that might adversely affect minority students, particularly those with the greatest risk of failing and dropping out of school. The article opens with a discussion of school policies as important variables in efforts to account for student outcomes. Subsequent sections focus on the possible impact on minorities of school policies dealing with curriculum, scheduling and grouping, student assessment and grading, and
Bureaucracy · Curriculum · Disadvantage · Grading (engineering · Legitimacy · Pedagogy · Political science · Politics · Public relations · Sociology · Variety (cybernetics · Computer Science · Education Systems and Policy · Engineering · Law · Public Administration · School Choice and Performance
| Highly cited | No |
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