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Joshi, Ela – American Educational Research Journal, 2023
Reclassification is a crucial outcome for English learner (EL) students' academic progress. Though ELs spend a large portion of their academic time with general education teachers, we know little about the role general education teachers play in developing ELs' English language proficiency. Drawing from a longitudinal administrative dataset from…
Descriptors: Elementary School Students, Grade 3, Grade 4, Grade 5
Del Toro, Juan; Wang, Ming-Te – American Educational Research Journal, 2023
Police stops often perpetuate racial disparities in academic outcomes, yet few studies have examined factors that mitigate these negative consequences. Using two longitudinal studies (Study 1: n = 483, M-age = 12.88, 53% males; Study 2: n = 131, M-age = 15.11, 34% males), this article tests whether parental and school cultural socialization…
Descriptors: African Americans, Police, Racial Differences, Learner Engagement
Szabo, Julia – American Educational Research Journal, 2022
Latinx students now make up the largest share of charter school students nationally. In this article, I focus on Latinx charter school choosers in Houston, Texas, and ask what motivates Latinx parents to exit district schools. Drawing on interviews with 31 families, I find that perceptions of present and future risk motivate charter school choice.…
Descriptors: Hispanic American Students, Hispanic Americans, School Choice, Charter Schools
Jimenez, Rosa M. – American Educational Research Journal, 2020
Pedagogies employing critical traditions have increasingly been used to ameliorate achievement disparities and centralize issues of power in the education of Students of Color. In this study, I trace a teacher's journey--new to critical pedagogies--as she learned about community cultural wealth and incorporated family histories as…
Descriptors: Cultural Capital, Critical Theory, Grade 6, Immigrants
Graham, Eliot J. – American Educational Research Journal, 2020
Conceptualizing educational inequality as equivalent to the "achievement gap" has fueled the expansion of no-excuses charters, which purport to raise test scores and thereby equalize opportunities for low-income students of color. In contrast, I argue that the individual provision of opportunity is inadequate to address the structural…
Descriptors: Classroom Techniques, Charter Schools, Equal Education, Compliance (Psychology)