Reframing Retention: Analyzing the Debate Over Tennessee’s Standardized Testing-Based Retention Policy

• In Event: AERA Roundtable Session Sunday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Student Retention in the Midst of School Exclusion and Patriarchal Whiteness (Table 8)

Abstract

Drawing on framing theory and critical race theory-informed policy analysis, this paper explores how educational priorities are constructed and contested through a case study of public debate surrounding Tennessee’s test-based retention policy, which mandated retention decisions be made by standardized test results. Using qualitative and discourse analysis to analyze legislative sessions, school board meetings, and community actions, this paper identifies the primary frames constructed by opponents of test-based retention and examines how supporters were able to reframe these critiques and maintain the existing policy despite strong public opposition to it. Further, it examines how supporters were able to discursively position test-based retention as promoting racial equality, despite scholarly evidence that the policy disproportionately harms Black students.

Author

• Laura A Taylor, Rhodes College