Beyond Personalization: Contrasting Approaches to Policy Changes in Two Rural Schools

• In Event: Poster Session 8
  In Poster Session: Equity Issues in Rural Education

Abstract

How do small, rural high schools serving high percentages of low-income students respond to mandates that result from federal and state policy changes? What approaches toward curriculum, instruction, and interventions can account for their graduation rates? And what are the proximal and distal factors that differentiate schools with higher graduation rates from those with average graduation rates? This mixed-method multiple case study sought to answer these questions by examining classroom, school, district, and community factors, as well as the interrelations between them. Looking through the lens of socio-ecological theory at two schools with different results this paper shares findings related to influences across all levels, in particular approaches to curriculum, instruction, and interventions; planning; recognition/rewards; and community relations.

Authors

• Janet I. Angelis, State University of New York

• Kristen C. Wilcox, University at Albany - SUNY

• Linda L. Baker, University at Albany - SUNY

• Stephanie Conklin, University at Albany - SUNY