Taking Back the Standards: Equity-Minded Teachers' Responses to Accountability-Related Instructional Constraints

Abstract

This article offers three case studies of teachers who have been specially prepared to serve diverse students and examines their interpretations and instantiations of No Child Left Behind (NCLB)-driven language arts reform in “underper forming” schools, largely composed of Spanish-speaking English Learners (ELs). Drawing on literature that focuses on unique barriers faced by equity-minded agents of change, teachers' experiences are examined through technical, political, and normative lenses. Findings outline teachers' efforts to “take back the standards” with a Critical Professional Practice—a stance and collection of strategies that incorporate standards-based policies with equity-oriented pedagogies. Implications for equity-minded teaching and teacher education are discussed.