Promoting access through segregation: The emergence of the "prioritized curriculum" class

Jessica Bacon, Carrie E. Rood, Beth A. Ferri

Research output: Contribution to journalArticlepeer-review

21 Scopus citations


The continuously evolving standards-based reform (SBR) movement is one of the most prominent features of today's educational policy landscape. As SBR has continued to drive educational policy, local schools and districts have adopted many approaches to comply with legal mandates. This article critically examines one particular resultant phenomenon of the SBR movement-the emergence of a new track of self-contained classes called Prioritized Curriculum classes, designed to provide students with disabilities access to standards-based general education curriculum, but in a segregated class. In this article we document the emergence of such courses and critically analyze the rationales and policy loopholes that have led to their creation.

Original languageEnglish (US)
Pages (from-to)1-22
Number of pages22
JournalTeachers College Record
Issue number14
StatePublished - 2016

ASJC Scopus subject areas

  • Education


Dive into the research topics of 'Promoting access through segregation: The emergence of the "prioritized curriculum" class'. Together they form a unique fingerprint.

Cite this