000			01681nab a2200277 4500
999			_c11026 _d11026
003			OSt
005			20201215143304.0
007			cr aa aaaaa
008			201215b ||||| |||| 00| 0 eng d
100			_aPazey, Barbara L. _934399
245			_aStudent Voice From a Turnaround Urban High School: An Account of Students With and Without Dis/Abilities Leading Resistance Against Accountability Reform
300			_aVol 54, Issue 7, 2019(919-956 p.)
520			_aThe Every Student Succeeds Act redefines the priorities of our nation’s education system. Prior to its passage, turnaround strategies advanced solutions for low-performing schools. Research literature examining how these reforms impacted the schooling experiences of students attending these schools is lacking. We present the results of a qualitative case study of a reconstituted urban school in the Southwest United States, providing the perspectives of 10 students with dis/abilities and the effects accountability reform efforts had on their high school experience. Three expressed needs and desires were identified: (a) a positive school identity, (b) stability, and (c) to be recognized and heard.
650			_astudents with dis/abilities, _934400
650			_aaccountability reform, _934401
650			_astudent voice, _933418
650			_adisability studies, _933594
650			_aidentity, _934089
650			_a high school, _933437
650			_acase study, _934402
650			_aqualitative research _933410
700			_aDeMatthews, David _934403
773	0		_010959 _915474 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085916666930
942			_2ddc _cART