Document Type
Article
Original Publication Date
2016
Journal/Book/Conference Title
Education Policy Analysis Archives
Volume
24
Issue
3
First Page
1
Last Page
33
DOI
http://dx.doi.org/10.14507/epaa.v24.1991
Date of Submission
August 2017
Abstract
This critical policy analysis uses critical race theory to provide a counter narrative to the P-16 initiative in Texas known as Closing the Gaps 2015. Findings indicate that while these reforms aim to increase educational access and achievement for people of color, they fall short of addressing systemic inequities such as enduring segregation and unconstitutional school finance policy. Using Texas as a case study illumines the ways the growing number of P-16 councils throughout the US might adapt and improve policy development and implementation to more adequately address educational inequities across racial, ethnic, and linguistic groups. The article closes with recommendations for Texas’ reiteration of Closing the Gaps 2015, titled 60x30TX, currently in revision to guide state education goals in 2016-2030.
Rights
We own copyright; this journal is 100% open access after registration (no fees)
Recommended Citation
Mansfield, K. C. & Thachik, S. L. (2016). A critical policy analysis of Texas’ Closing the Gaps 2015. Education Policy Analysis Archives, 24(3). http://dx.doi.org/10.14507/epaa.v24.1991
Is Part Of
VCU Educational Leadership Publications
Included in
Educational Leadership Commons, Education Policy Commons, Higher Education Commons, Policy Design, Analysis, and Evaluation Commons, Policy History, Theory, and Methods Commons, Race and Ethnicity Commons