Volume 120, Number 4, 2018
This article examines how local and national media sources framed early childhood education policy in the scale-up of Universal Prekindergarten in New York City.
This article explores the differences across parental narratives about school choice and examines families’ inclination to choose, capacity for choice, and school preferences to create a framework of defaulters.
This article examines how teachers talk about student ability and achievement in the era of data-driven decision making and how their talk is shaped by the context in which they work.
This study explores the ways in which emerging Hispanic-Serving Institutions, or those postsecondary institutions that enroll between 15% and 24% Latina/o college students, contribute to civic engagement for diverse college students.
In this study, authors used data from the Education Longitudinal Study of 2002 to determine if the way in which researchers define first-generation college students matters with regard to its connections to the postsecondary aspirations and actions of students.
This article draws from the literature on cross-boundary leadership, relational leadership, and relational trust, and qualitative data from a multiple case study to explore the role of principals in the administration of full-service community schools.
This longitudinal ethnographic study follows the college choice experiences of two-high performing English learners (ELs) from junior year to high school graduation. It investigates why even high-achieving ELs have limited access to four-year college.
This study examines whether the benefits of computer access observed in the general U.S. population were also applicable to children from immigrant families in the early 2000s.
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