| This study builds on an emerging literature within social movement theory that is examining protest within mainstream institutions to tell the story of "educational insiders" (teachers and administrators) who are committed to public education, but who are equally committed to changing the institution from within. This dissertation explores how the Teachers and Administrators of New York (TANY), a group of educators from 28 small schools in New York State, were able to successfully use protest to bring about policy change that allowed the students in their schools to meet graduation requirements by completing performance-based assessment tasks instead of by passing state-level exit exams. In particular, I explore the factors that facilitated the emergence and development of TANY, the strategies that TANY utilized, and the circumstances in which TANY sought the support of groups that do not hold official positions within the institution of public education.; I find that three primary factors contributed to the development of TANY. First, controversy on individual Regents exams eroded support of the statewide assessment policy, and provided TANY with political and institutional openings to gain the support of policymakers. Second, TANY utilized its standing as a successful group of schools to take advantage of these opportunities, and to garner the necessary resources to maintain its activities. Third, by framing its struggle as a battle about increasing the educational opportunities of all students rather than only protecting its schools TANY was able to increase the support it received from policymakers and other statewide organizations.; Additionally, TANY employed multiple strategies to pursue policy change. Two major factors shaped TANY's tactics. First, TANY educator-activists' loyalty to public education and, in particular, the students in their schools, made members unwilling to engage in actions that they perceived would negatively affect their schools. Second, the receptivity of policymakers in the state to TANY's demands made it unnecessary for the organization to engage in confrontational tactics. Lastly, TANY significantly benefited from collaborating with organizations whose members did not hold formal positions within public education (e.g., parents). However, TANY's cooperation became contentious when TANY did not significantly include parents in decision-making. |
