@article{ayscue_barriga_uzzell_2023, title={Resegregation Will Not Happen on Our Watch: The Political and Social Context Surrounding Voluntary Integration in Wake County Public School System}, volume={31}, ISSN={["1068-2341"]}, DOI={10.14507/epaa.31.7464}, abstractNote={As resegregation occurs across the country, some school districts are pursuing voluntary integration. This qualitative case study uses critical policy analysis to explore the political and social contexts surrounding the early stages of developing a voluntary integration plan in Wake County Public School System, North Carolina. Through analysis of interviews with school board and community members as well as a range of documents, findings indicate that population growth and residential development, the proliferation of unregulated school choice, varied perspectives of community stakeholders, inequitable distribution of power and resources, and school board politics largely shape the process of developing a voluntary integration plan. Recommendations are provided for school district policies, cross-sector collaboration, and state-level policies that could strengthen the potential success of voluntary integration plans.}, journal={EDUCATION POLICY ANALYSIS ARCHIVES}, author={Ayscue, Jennifer B. and Barriga, Daniela and Uzzell, Elizabeth M.}, year={2023} }
 @article{rubin_ayscue_uzzell_2022, title={Analyzing Congressional Research Service Reports on Education: How Is Information Used at Congress's Think Tank?}, volume={8}, ISSN={["2332-8584"]}, DOI={10.1177/23328584221117166}, abstractNote={ The Congressional Research Service (CRS) is the nonpartisan research and analytical arm of the U.S. Congress and is physically and structurally located within the Library of Congress. Despite the role of CRS as a critical information provider and technical assistant to actors crafting and implementing federal policy, CRS reports, which serve as a key mechanism of information dissemination and influence by the organization, only became widely available to the public following the adoption of the Consolidated Appropriations Act of 2018. This study uses content analysis to examine CRS’s education-related reports from the 115th Congress to explore what sources are directly and indirectly informing federal policymaking based on references in CRS reports. Findings offer insights into research utilization in the federal education policy process and contribute to the growing literature on intermediary organizations and knowledge brokering. }, journal={AERA OPEN}, author={Rubin, Paul G. and Ayscue, Jennifer B. and Uzzell, Elizabeth M.}, year={2022}, month={Aug} }
 @article{mordechay_ayscue_2022, title={Diversifying Neighborhoods, Diversifying Schools? The Relationship Between Neighborhood Racial Change and School Segregation in New York City}, ISSN={["1552-3535"]}, DOI={10.1177/00131245221110555}, abstractNote={ College-educated White households have increasingly opted to live in central urban neighborhoods, transforming many parts of the urban core. While there is emerging evidence that schools may play a key part in this process, little is known about the extent of racial contract between children of gentrifier households and original residents. This study examines NYC’s gentrifying areas, and the changing racial diversity in schools. Using data from the Census and the National Center for Educational Statistics, this study finds that schools in NYC’s gentrifying areas have seen a reduction in racial segregation, more in traditional public schools than in charters. While this trend may be promising, high levels of segregation persist. Policy and research implications are discussed. }, journal={EDUCATION AND URBAN SOCIETY}, author={Mordechay, Kfir and Ayscue, Jennifer B.}, year={2022}, month={Jul} }
 @article{ayscue_d. fusarelli_uzzell_2022, title={Equity and Early Implementation of the Every Student Succeeds Act in State-Designed Plans During COVID}, ISSN={["1552-3896"]}, DOI={10.1177/08959048221130994}, abstractNote={ The Every Student Succeeds Act (ESSA) reverses a trend toward centralization of education policy and instead provides greater authority to the states. This study explores states’ interpretation and early implementation of ESSA’s equity-related provisions. Using a qualitative case study approach, we find wide variation in the design and implementation of equity-related provisions. We provide an overview of implementation efforts and highlight states that are making significant strides and those that are lagging behind. Our findings highlight the need to build capacity at the state and district levels and to better understand the role of state education agencies in implementing ESSA. }, journal={EDUCATIONAL POLICY}, author={Ayscue, Jennifer B. and D. Fusarelli, Lance and Uzzell, Elizabeth M.}, year={2022}, month={Nov} }
 @article{ayscue_uzzell_2022, title={How Teachers and Leaders Facilitate Integration in a Two-Way Dual Language Immersion Program}, volume={124}, ISSN={["1467-9620"]}, DOI={10.1177/01614681221086109}, abstractNote={Background/Context:Public school enrollment in the United States is becoming increasingly racially and linguistically diverse; however, school segregation continues to intensify across the nation. Within this context, two-way dual language immersion (TWI) programs, which intentionally strive to balance English learners and English speakers, may create a natural opportunity for integration.}, number={1}, journal={TEACHERS COLLEGE RECORD}, author={Ayscue, Jennifer B. and Uzzell, Elizabeth M.}, year={2022}, month={Jan}, pages={87–110} }
 @article{uzzell_ayscue_2021, title={Racial Integration Through Two-Way Dual Language Immersion: A Case Study}, volume={29}, ISSN={["1068-2341"]}, DOI={10.14507/epaa.29.5949}, abstractNote={Despite increasingly diverse public school enrollment, students across the U.S. are still segregated by race and poverty, and English learners (ELs) often experience triple segregation by race, poverty, and language. Two-way immersion (TWI) programs may create racially integrated learning environments, by offering a dual language model that balances native English speakers and speakers of the partner language. Through semi-structured interviews, observation, and document analysis, this qualitative case study examined how a Spanish TWI program facilitates integration in a rural elementary school. Findings show that students from different backgrounds may have equal status in mutually beneficial environments, can become bilingual and bicultural, and may experience lifelong benefits. Implications include the need for increased federal, state, and local funding to support districts using TWI to achieve integration as well as a federal language policy that promotes TWI.   }, journal={EDUCATION POLICY ANALYSIS ARCHIVES}, author={Uzzell, Elizabeth M. and Ayscue, Jennifer B.}, year={2021} }
 @article{mickelson_ayscue_bottia_wilson_2021, title={The Past, Present, and Future of Brown's Mandate: A View from North Carolina}, ISSN={["1552-3381"]}, DOI={10.1177/00027642211033296}, abstractNote={ The unanimous 1954 Brown v. Board of Education opinion is one of the most consequential legal decisions of the 20th century. Even though it concerned government sanctioned racial segregation of public schools, many legal scholars, policy makers, and citizens see Brown’s impact going well beyond ordering the dismantling of de jure segregated public schools and instituting desegregated ones that would provide equitable high quality public education to all students irrespective of their race. Brown’s mandate overturned the notorious Plessy decision sanctioning legal segregation and exposed the fiction that separate could be equal in any institution or sphere of public life. But, progress toward Brown’s literal and figurative mandate has been halting and, at best, uneven. This article considers the question of whether the nation will achieve Brown’s mandate by its 100th anniversary in 2054. The authors reflect upon the relevant history of progress in Brown’s implementation and the current retrenchments on those gains that have returned this nation’s schools, in some districts, to pre- Brown levels of segregation. Using the state of North Carolina as a strategic case study, they speculate about the sets of social forces that may either discourage or encourage realization of Brown’ s mandate going forward. In doing so, they note population changes, national and local political factors, and other events that will either make it more or less likely that Brown’s mandate will be realized by 2054. }, journal={AMERICAN BEHAVIORAL SCIENTIST}, author={Mickelson, Roslyn A. and Ayscue, Jennifer B. and Bottia, Martha C. and Wilson, Jerry J.}, year={2021}, month={Aug} }
 @article{fusarelli_ayscue_2019, title={Is ESSA a retreat from equity?}, volume={101}, ISSN={["1940-6487"]}, DOI={10.1177/0031721719879152}, abstractNote={ The passage of ESSA has ushered in a new era of educational governance and leadership, but questions remain regarding how well the new law will protect students’ rights to an equitable education. Lance Fusarelli and Jennifer Ayscue examine key provisions of the law, provide an update of states’ implementation, and speculate about whether ESSA will encourage states to create policies to reduce disparities or whether the return to state and local control will further exacerbate inequities. They encourage educators and policy makers to pay close attention to what is happening in their states and share examples of how states are and are not making equity part of their ESSA plans. }, number={2}, journal={PHI DELTA KAPPAN}, author={Fusarelli, Lance D. and Ayscue, Jennifer B.}, year={2019}, month={Oct}, pages={32–36} }
 @article{ayscue_siegel-hawley_2019, title={Magnets and School Turnarounds: Revisiting Policies for Promoting Equitable, Diverse Schools}, volume={27}, ISSN={["1068-2341"]}, DOI={10.14507/epaa.27.4248}, abstractNote={This case study examines how magnet school and school turnaround processes can work together to promote desegregation and improvement. Based on cross-case analysis of three magnet schools undergoing turnarounds, this study draws on data from the 2010 federal Magnet Schools Assistance Program grant and qualitative fieldwork through observations, interviews, and focus groups. In academically struggling schools with high concentrations of students of color and low-income students, successful magnet turnarounds involve changes across many aspects of the schools. While the local context is essential for shaping the magnet turnaround process, these three schools reveal common ways in which participants viewed their schools as successful turnarounds, the elements that supported success, and the challenges that magnets undergoing a turnaround are likely to face. Participants’ perceptions of a successful turnaround were based on increasing family interest and increasing racial and economic diversity, as well as improvements in curriculum and instruction, school culture, and academic achievement. This study helps broaden our definition of a school turnaround beyond higher test scores and reminds us of the origins of the concept, which revolved around desegregation. Lessons from the sites suggest that rather than closing underperforming or under-enrolled schools, districts should consider magnet schools as a turnaround approach.}, journal={EDUCATION POLICY ANALYSIS ARCHIVES}, author={Ayscue, Jennifer B. and Siegel-Hawley, Genevieve}, year={2019} }