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)

Is Part Of

VCU Educational Leadership Publications

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