School Improvement Grants and the Discord Between Socially Just Intentions and Policy Mandates

• In Event: Leveraging University/School Partnerships in School Improvement

Abstract

The School Improvement Grant, as a policy, has socially just intentions by inherently valuing the effectiveness of educators as well as enhancing student learning opportunities and outcomes. Additionally, the policy promotes teacher collaboration, improved school climate and culture, and advocates for family and community engagement. However, the fidelity in implementation of the SIG has yet to be evaluated. However, like any policy attached to Title I and NCLB, additional funding means additional accountability. Using a social justice evaluation framework, this paper examines three schools in their initial year of SIG implementation to determine what conditions and regulations support or either hinder the policy’s theory of action.

Authors

• Anjale DeVawn Welton, University of Illinois at Urbana-Champaign

• Kimberly LeChasseur, University of Connecticut

• Casey D. Cobb, University of Connecticut

• Morgaen L. Donaldson, University of Connecticut

• Anysia P. Mayer, University of Connecticut