A critical policy analysis of Raise the Bar as the most recent neoliberal education return rollout in Nova Scotia

Abstract

This thesis is a critical policy analysis examining a public education administrative review in Nova Scotia, Canada by Dr. Avis Glaze. Twenty-two recommendations for improving student performance and educational outcomes were outlined in the official document, Raise the Bar. Dr. Glaze’s recommendations were rooted in efficiency, austerity, and improving accountability. Soon after, Nova Scotia passed the Education Reform Act, officially adopting almost all of the recommendations Dr. Glaze provided. Many sweeping changes to education and administration have resulted, such as the removal of school boards. During the implementation of Dr. Glaze’s recommendations, the impacts on equitable education outcomes have been felt across many stakeholders including teachers and students. This analysis considers the conditions that led to Dr. Glaze’s review to assess if equitable education outcomes are achievable now, four years after Raise the Bar. Examining who benefits from education reform rollouts (and why), this thesis argues that changes to education are necessary for equitable educational outcomes but cannot be meaningfully implemented as a neoliberal project.