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100			_aTurner, Erica O. _956166
245			_aThe Multiple Meanings of (In)Equity: _b Remaking School District Tracking Policy in an Era of Budget Cuts and Accountability/
260			_bSage, _c2020.
300			_aVol 55, Issue 5, 2020( 783–812 p.)
520			_aHow do school district administrators make sense of educational equity as they undertake reform? This study examines tracking policymaking in two urban school districts. Using case studies and an interpretive approach, the study highlights school district leaders’ shifting ways of making sense of tracking and (in)equity while facing achievement gaps, accountability pressures, budgets cuts, and support for tracking. Even after the emergence of powerful opposition, we find that district administrators continued to rethink the meaning of equity in relation to tracking and they pursued policies that expanded access to high-track classes and gifted education. While potentially widening educational opportunity, these moves fundamentally reinscribed the inequity of tracking in their schools.
700			_aSpain, Angeline K. _956167
773	0		_010959 _916913 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085916674060
942			_2ddc _cEJR
999			_c13940 _d13940