@article{82cf660148f54f8f88f03a22a54cc836,
title = "School Counselors{\textquoteright} Assessment of the Legitimacy of High School Choice Policy",
abstract = "Drawing on interviews with 88 middle school counselors tasked with implementing New York City{\textquoteright}s high school choice policy, we show that counselors largely question the policy{\textquoteright}s legitimacy and the equity of the high school assignments it produces. By highlighting issues of transparency and procedural fairness that threaten counselors{\textquoteright} acceptance of school choice policy, we offer lessons for policymakers and practitioners about how policy design and communication affect policy legitimacy and, as a result, implementation.",
keywords = "legitimacy, loose coupling, policy implementation, school choice, school counselors",
author = "Carolyn Sattin-Bajaj and Jennings, {Jennifer L.}",
note = "Funding Information: https://orcid.org/0000-0002-2602-3337 Sattin-Bajaj Carolyn 1 Jennings Jennifer L. 2 1 University of California, Santa Barbara, USA 2 Princeton University, NJ, USA Carolyn Sattin-Bajaj, The Gevirtz School, University of California, Santa Barbara, Santa Barbara, CA 93106-9490, USA. Email: carolynsattin@gmail.com 10 2019 0895904819881774 {\textcopyright} The Author(s) 2019 2019 SAGE Publications Drawing on interviews with 88 middle school counselors tasked with implementing New York City{\textquoteright}s high school choice policy, we show that counselors largely question the policy{\textquoteright}s legitimacy and the equity of the high school assignments it produces. By highlighting issues of transparency and procedural fairness that threaten counselors{\textquoteright} acceptance of school choice policy, we offer lessons for policymakers and practitioners about how policy design and communication affect policy legitimacy and, as a result, implementation. school choice school counselors legitimacy loose coupling policy implementation Spencer Foundation https://doi.org/10.13039/100001348 Heckscher Foundation for Children https://doi.org/10.13039/100001164 William T. Grant Foundation https://doi.org/10.13039/100001143 new york university https://doi.org/10.13039/100006732 edited-state corrected-proof Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was funded by the William T. Grant Foundation, the Heckscher Foundation for Children, the Spencer Foundation, and the Institute of Human Development and Social Change at New York University. ORCID iD Carolyn Sattin-Bajaj https://orcid.org/0000-0002-2602-3337 Publisher Copyright: {\textcopyright} The Author(s) 2019.",
year = "2020",
month = jan,
day = "1",
doi = "10.1177/0895904819881774",
language = "English (US)",
volume = "34",
pages = "21--42",
journal = "Educational Policy",
issn = "0895-9048",
publisher = "SAGE Publications Inc.",
number = "1",
}