In an attempt to explore innovative models to improve student achievement, close the opportunity gap, and deepen the knowledge and skills of current and future educators, the Washington State Legislature passed a bill in 2012 that created a pilot project called Collaborative Schools for Innovation and Success (CSIS). This introduction describes the processes followed by the site teams as they prepared and then implemented their school improvement goals. It also highlights several broad contributions of the CSIS effort and introduces the articles of the special issue.
This three-year, multi-site case study examined the college-going messaging at three racially and economically diverse public high schools in different regions of Texas. Findings suggest the need to: reconsider what a strong college-going culture entails, re-envision college-going cultures as dynamic, multi-layered, and responsive, reframe postsecondary opportunities so they are more expansive and varied, and re-evaluate inequities in college-going messaging and academic rigor.
Beyond deficit-based approaches to involving parents, a growing body of work has begun to re-envision how nondominant families might become powerful partners in equity-based educational change. The present study contributes to this literature by identifying how—through key turning points marked by critical discursive shifts—the co-design of a parent curriculum cultivated the collective transformative agency of nondominant families to more equitably collaborate with formal educators in changemaking work.
Troubling macro-micro separations in the construction of discourses defining quality teaching and quality teachers, this article employs critical narrative analysis to consider ethical and moral dilemmas experienced by women of color who are required to complete educative Teacher Performance Assessment (edTPA) portfolios and receive passing scores in order to obtain early childhood teacher certification. Findings indicate that the counter-narratives of early childhood teachers of color collectively author edTPA as an obstacle to certification and higher pay, leading to mental health issues and stress and being antithetical to their own definitions of good teaching.
This study explores two schools’ responses to Latinx emergent bilingual (EB) population growth via the intersecting racial and language ideologies informing and influenced by programmatic changes, educator perceptions, and pedagogical practices.
The study identifies trajectories of racial/ethnic change in public elementary schools between 2000 and 2015.
This study examines how in making meaning of the status and experience of Black students and their families in one choice context, teachers compromise the prospect of greater educational opportunity via school choice.
This article examines whether students with disabilities (in traditional public schools) have different absence patterns based on being in classrooms with greater or fewer students without disabilities. Relying on longitudinal data from New York City’s public-school system, the findings indicate that students with disabilities have lower absences when in rooms with mostly students without disabilities, and this is particularly so for students with emotional disabilities.
The present study examines specifically how teachers in high-gains classrooms with many ELLs demonstrate support to their students, as compared to teachers in high-gains classrooms with no ELLs and teachers in low-gains classrooms with many ELLs.
This study investigates how special education teachers’ emotional labor (i.e., their deliberate suppression or expression of emotions to achieve goals) explains variation in their working alliances with students. Participants were 61 teachers and 243 students. We tested a mediational, two-level path model including the two types of emotional display rules, two types of emotional acting, and three components of working alliance, and found partial support for this mediational relationship.
This article conceptualizes “vanishment” as a form of school-based, state punishment through ethnographic stories from inside a juvenile detention center school.
The commentary highlights the main ideas of the special issue and outlines the potential contributions of intersectionality to the study of practices in teacher education.
This commentary on the special issue considers the urgency of countering prevailing ideologies and practices that sustain oppressive education.
This study of associate professors at four-year higher education institutions uses national survey data to predict the degree to which associate professors are clear about their prospects of promotion to the rank of full professor.
This article explores how Muslim undergraduates understand their campus experiences in a social and political context that deems these students a suspect class.
This article analyzes the outcomes of the work of five districts that have identified racial inequities in AP participation and developed initiatives to address these initiatives. To do this, the authors analyze district policy, participation data, and performance data over five years through the lens of color-blind racism.
This study reports on an exploratory longitudinal comparative descriptive analysis (2006–2012) of Arizona's non-Navajo and Navajo K–12 school-district demographics, academic achievement, tax rates, land valuation, and school-district revenue.
This study examines 218 official statements published by leaders of institutions of higher education in the U.S. in response to President Trump’s rescission of DACA. Results suggest that the average statement was unreadable by a postsecondary student of average reading ability and that only 51% of statements included resources for DACA students in their time of need.
This paper examines how teachers’ understandings of race and racism inform their use of curricular materials.
Utilizing a critical discourse analysis framework, this study assesses the language conveyed in university presidents’ responses to racism at several predominantly White institutions and how their responses reveal larger patterns of social power and privilege. By informing the conversation around how those in power respond to racist speech, this research presents several implications for the ways in which universities can be more responsive to marginalized student communities.
In this research, we found that Black PhD students and postdoctoral researchers in engineering and computing departments framed the stress and strain of their STEM doctoral experiences through the lens of race. Their experiences in these settings not only led them to question their abilities and fit within their doctoral programs but also gave them the sense that they had to work twice as hard as their non-Black peers to survive the doctoral program.
This study analyzes historical portrayals of enslavement in 21 recently published books for elementary students. Informed by critical race theory, our findings suggest elementary teachers will be presented with a more complicated set of options when selecting among historical children’s literature than previously documented by researchers.
This study examines whether older versus younger kindergarten entry age links to differences in academic achievement for children who start school with a disability.
This study illuminates how African American parents whose children attended a racially diverse middle school made sense and came to terms with academic placement, neighborhood inequalities, and forms of agency.
This study investigates the affordances of two contrasting pathways into teaching secondary mathematics through examining the recruitment, placement, and early career trajectories of 158 Grades 6–12 mathematics teachers who entered teaching via two preparation programs focused on staffing high-need schools in the same region.
The article examines the extent to which public colleges use the additional revenue gained from enrolling higher percentages of nonresident students, who typically pay higher prices, to make college more affordable for in-state students.
This article examines 30 recent school closures in Philadelphia to explain how such closures have become yet another policy technology of Black community and school devaluation in the United States.
This article reviews 25 years of race-evasive White teacher identity studies between 1990 and 2015. Using the framework of colorblind racism and the method of the synoptic text, this review historicizes and synthesizes White teacher identity studies’ race-evasive dimension.
This article synthesizes empirical results that are difficult to explain except in terms of a new theory of the racial achievement gap.
Through mixed methods, this paper examines the family and community responsibilities of a sample of Latino undocumented undergraduate student survey respondents along with three portraits of qualitative visual and verbal narratives.