Julian Vasquez Heilig and Laura Dinehart join Dr. Tim to discuss how Western Michigan University is ‘Growing Their Own’ teachers, without test tubes or science from the future! No, their “Gro-ing” their teachers by offering an opportunity to learn, work, and get PAID all in one place.
With over 300 students enrolled since July, the program exemplifies how to effectively address the teacher exodus by ensuring accessibility, support, and a deep connection to local communities for prospective educators.
Listeners are treated to a detailed overview of the program’s mechanics, emphasizing the removal of financial barriers for candidates through state and district funding, alongside innovative online education strategies to accommodate working adults and non-traditional students. This episode contrasts sharply with the alternative certification paths other states have taken, highlighting the importance of a comprehensive and supported pathway into teaching.
This engaging discussion not only illuminates the challenges within the education system but also shines a beacon of hope on the possibilities that lie in collaborative efforts, innovative solutions, and the unwavering belief in the power of public education. By investing in the future of teaching through programs like GYO, Western Michigan University showcases a viable blueprint for nationwide adoption, promising a brighter future for education.
In the heart of Michigan, nestled within the vast, freshwater seas that are the Great Lakes, I’m excited that my revolutionary idea for a new charter school is taking shape. Aquatica: The Great Lakes Underwater School, is a new charter school set to launch in the fall of 2024. The school is not just a new chapter in my life and an educational innovation; it’s a bold reimagination of what a deeper learning environment can be. By submerging students in the literal depths of Lake Michigan, Aquatica aims to foster a profound connection with the natural world, leveraging the immersive power of water to enhance learning and cultivate a generation of environmental stewards.
The Vision Behind Aquatica
The vision for Aquatica was born from my desire to transcend traditional classroom boundaries, creating a space where education and the environment intersect in the most direct manner possible. In a world where ecological concerns are increasingly pressing, Aquatica stands as a beacon of innovative thought, merging the necessity of environmental education with the transformative potential of experiential learning. The school’s location in the Great Lakes near South Haven, a critical freshwater resource, underscores the urgency of its mission: to educate students not just about the world, but on how to care for it.
A Curriculum That Goes Beneath the Surface
Aquatica’s curriculum will be crafted to take full advantage of its unique underwater setting. The school will offer a holistic STEAM (Science, Technology, Engineering, Arts, and Mathematics) curriculum, enriched with a strong emphasis on environmental science and sustainability. This multidisciplinary approach ensures students receive a well-rounded education, while the unique context of learning under water provides unparalleled opportunities for deep, really deep, experiential learning.
Aquatic Sciences classes: Students have the unparalleled opportunity to study aquatic life and ecosystems up close, turning Lake Michigan into a living classroom where lessons in biology, chemistry, and environmental science come alive.
Sustainable Engineering classes: Tasked with designing solutions to real-world challenges, students apply the principles of engineering within the context of sustainability, learning the importance of creating systems that protect and preserve natural resources.
Underwater Robotics classes: By integrating technology and environmental exploration, this class empowers students to engage with the underwater world in innovative ways, fostering skills in robotics, coding, and environmental conservation.
Technological Integration for Deeper Learning
Technology plays a pivotal role in bringing my vision of Aquatica to life. Advanced technological tools, including augmented reality (AR) and virtual reality (VR), will allow students to interact with their surroundings in ways previously unimaginable. AR applications will enable learners to identify species, understand ecosystems, and conduct virtual experiments, all without leaving the underwater classroom. VR, on the other hand, will transport students to distant environments, from coral reefs across the world to the polar ice caps, expanding their understanding of global environmental issues.
Environmental Stewardship at Aquatica’s Core
At its core, Aquatica is more than just an educational institution; it’s a statement about the importance of environmental stewardship. The charter school’s design and operation are models of sustainability, utilizing renewable energy sources and minimizing its ecological footprint. More importantly, the curriculum will be designed to instill a sense of responsibility towards the environment, encouraging students to think critically about their impact on the world and empowering them to take action towards its preservation.
The Future Implications of Aquatica
The launch of Aquatica represents a significant milestone my life and the evolution of education. By successfully integrating deep learning with environmental consciousness within an innovative and immersive setting, Aquatica sets a new standard for what educational institutions can achieve. The school serves as a prototype for future educational endeavors, showcasing the potential to combine experiential learning with ecological stewardship in a manner that is both engaging and transformative.
As Aquatica prepares to welcome its inaugural class, it stands as a testament to the power of visionary education reform thinking in education. This underwater school not only offers a unique learning environment but also embodies the broader educational goals of fostering curiosity, critical thinking, and a lifelong commitment to environmental stewardship. The implications of Aquatica’s success extend far beyond its own watery walls, suggesting a future where educational institutions worldwide embrace more dynamic, immersive, and ecologically integrated approaches to learning.
In Conclusion
Aquatica: The Great Lakes Underwater School will be more than an architectural and educational marvel; it’s a harbinger of future possibilities in learning. By merging deep learning with deep environmental engagement, Aquatica offers a model for education that is as profound as the waters that envelop it. As students dive into their studies, they’re not just exploring the depths of Lake Michigan; they’re navigating the depths of human knowledge and responsibility. In the waters of Aquatica, the future of education is not just seen; it’s felt, lived, and breathed, promising a wave of change that could ripple through classrooms around the world.
As the sun sets over the shimmering waters of Lake Michigan, casting a golden glow on the gymnasium domes of Aquatica: The Great Lakes Underwater School, we’re reminded of the power of imagination in shaping our aspirations and dreams. In this spirit, it’s important to note, with a wink and a nudge towards the date of this announcement, that Aquatica is not real. This exploration into the depths of educational innovation, though as captivating as the mysteries of the deep blue, is an April Fool’s ode to the importance of environmental stewardship. May the spirit of Aquatica inspire us to dive into the depths of our own creativity and commitment to our planet, even if our classrooms remain, for now, above water.
The upcoming Palgrave Handbook of Educational Thinkers evokes a deep sense of connection with the lineage of educators and thinkers who have sculpted the contours of educational discourse and practice from antiquity onward. The roster of thinkers, whose work spans the spectrum of educational thought and action, represents a mosaic of visions and voices that have collectively pushed the boundaries of what education can and should be.
At this pivotal moment in education, as we stand shoulder to shoulder with community members, educators, and activists, the tapestry of our shared efforts in educational research and policy unfolds before us—a rich mosaic of struggle, perseverance, and breakthroughs. It is with a deep sense of humility and shared pride that I acknowledge the inclusion of my biography in “The Palgrave Handbook of Educational Thinkers,” alongside the scholars who have profoundly shaped the discourse on education. This recognition is not a personal accolade, instead it represents a profound tribute to the collective spirit and dedication of all with who I have tirelessly worked to forge paths towards a transformative educational landscape. This moment, resplendent with the echoes of our united endeavors, stands as a testament to the power of community-driven change and the indomitable will to shape a more equitable and just future in education.
The list of these thinkers, as featured in the handbook, reads as a roll call of transformative influence and enduring legacy:
Section I. Antiquity to 1200 1. Peter Abélard 2. Aristotle 3. Buddha 4. Cicero 5. Confucius
1. Rodolphus Agricola 2. Louisa May Alcott 3. Thomas Aquinas 4. Matthew Arnold 5. Robert Ascham 6. Francis Bacon 7. Louis Braille 8. John Calvin 9. John Amos Comenius 10. Gabriel Compayre 11. Charles Darwin 12. Eugenio Maria De Hostos 13. Michel de Montaigne 14. Charles Dickens 15. Thomas Elyot 16. Ralph Waldo Emerson 17. Desiderius Erasmus 18. Johann Gotlieb Fichte 19. August Herman Francke 20. Benjamin Franklin 21. Valentin Friedland 22. Fredric Froebel 23. Nikolai Frederick Grundtvig 24. Francois Guizot 25. Valentin Hauy 26. Georg Wilhelm 27. Johann Friedrick Herbart 28. Thomas Jefferson 29. Immanuel Kant 30. Arthur F. Leah 31. John Locke 32. Ignatius Loyola 33. Martin Luther 34. Horace Mann 35. Phillip Melanchthon 36. John Stuart Mill 37. Richard Mulcaster 38. John Henry Newman 39. Friedrich Nietzsche 40. Robert Owen
41. Johann Heinrich Pestalozzi 42. Wolfgang Ratke 43. Charles Rollin 44. Jean Jacques Rousseau 45. John Ruskin 46. Egerton Ryerson 47. Herbert Spencer 48. Johannes Strum 49. Juan Luis Vives 50. Wilhelm Von Humboldt 51. John Wesley 52. Mary Wollstonecraft
Section III. 1900 – 1970
1. Jane Addams 2. Hannah Arendt 3. Margaret Bancroft 4. Alfred Binet 5. Benjamin Bloom 6. Harry Broudy 7. Jerome Bruner 8. Martin Buber 9. Cyril Lodovic Burt 10. Noam Chomsky 11. Lawrence A Cremin 12. John Dewey 13. Donalda Dickie 14. WEB Dubois 15. Emile Durkheim 16. M.K. Gandhi 17. Antonio Gramsci 18. Kurt Hahn 19. Martin Heidigger 20. Susan Isaacs 21. Emile Jaques-Dalcroze 22. Anna Julia Haywood Cooper 23. Bel Kaufman 24. 22. Helen Keller 25. Clark Kerr 26. Melanie Klein 27. Janusz Korczak 28. Charlotte Mason 29. Maria Montessori 30. A.S. Neill 31. Michael Oakeshott 32. Jean Piaget 33. Carl Rogers 34. Bertrand Russell 35. Edward Said 36. Joseph Schwab 37. BF Skinner. 38. Rudolf Steiner 39. Rabindranath Tagore 40. Ralph Winifrid Tyler 41. Lev Semyonovich Vygotsky 42. Booker T. Washington 43. Max Weber
43. Simone Weil 44. Ludwig Wittgensten 45. Jose Ortega Y Gasset 46. Howard Zinn
Section IV. 1970 – Current
1. Cami Anderson 2. Josh Angrist 3. Michael W. Apple 4. James A. Banks 5. David C. Berliner 6. Jo Boaler 7. Derek Curtis Bok 8. Pierre Bordieux 9. Geoffrey Canada 10. Raj Chetty 11. David Coleman 12. David Cooperrider 13. Linda Darling-Hammond 14. Edward De Bono 15. Jeff Duncan-Andrade 16. Angela Duckworth 17. Nell K. Duke 18. Greg J. Duncan
19. Carol Dweck 20. Richard Elmore 21. Michel Foucaut 22. Paulo Freire 23. Howard Gardner 24. Henry Giroux 25. Gene V. Glass 26. John I. Goodlad 27. Bryan Goodwin 28. Maxine Greene 29. Erin Gruewell 30. Eric Hanushek 31. Shaun R. Harper 32. Clara Hemphill 33. Frederick Hess 34. John Holt 35. bell hooks 36. Ivan Illich 37. Baruti Kafele 38. Salman Kahn 39. Lawrence Kohlberg 40. Gloria Ladson-Billings
41. Zeus Leonardo 42. Dennis Littky 43. Bettina Love 44. Angela Maiers 45. Jane Roland Martin 46. Robert J. Marzano 47. Deborah Meier 48. Rich Milner 49. Sugata Mitra 50. Michael Grahame Moore 51. Richard J. Murnane 52. Nel Noddings 53. Pedro Noguera 54. Martha Nussbaum 55. Julius Nyrere 56. Gary Orfield 57. R.S. Peters 58. Robert C. Pianta 59. Diane Ravitch 60. Sean F. Reardon 61. Joeseph Renzulli 62. Sir Ken Robinson 63. Pasi Sahlberg 64. Seymour B. Sarason 65. Lee S. Schulman 66. Jack Pl Shonkoff 67. Theodore Sizer 68. Robert E. Slavin 69. Catherine Snow
70. William G. Tierney 71. Carol A. Tomlinson 72. Beverly Tatum 73. Virginia Uribe 74. Paul Wehman 75. Daniel Willingham 76. Patrick J. Wolf
77. Yong Zhao 78. Estela Bensimon 79. Sara Lawrence-Lightfoot 80. Adrianna Caesar
81. Julian Vasquez Heilig
Each name on this list represents a chapter in the ongoing story of educational evolution—a story marked by challenges, innovations, and insights that have, in their own unique ways, reshaped the landscape of learning and teaching.
Embarking on a journey of influence and transformation within the field of education, my path has been indelibly marked by the profound insights and contributions of several key figures from the “The Palgrave Handbook of Educational Thinkers.” Their work, transcending mere academic discourse, has served as both a compass and a challenge, urging me to delve deeper, question harder, and strive for a more equitable education landscape.
I hope you can share in what I have learned from them.
David C. Berliner
In weaving the narrative of our collective journey within the educational sphere, it’s paramount to acknowledge the profound influence and mentorship of David C. Berliner. His guidance has been a beacon during significant milestones, notably as I transitioned into the deanship, a period marked by both opportunity and challenge. My initial collaboration with Berliner on the National Board for Professional Teaching Standards (NBPTS) research advisory board laid the foundation for a mentorship that would significantly shape my approach to educational leadership and policy. I vividly recall an instance when visiting Diane Ravitch’s home, spotting Berliner’s seminal work, “Manufactured Crisis,” in her library. Capturing this moment in a photo and sharing it with him, his response, “it’s about time,” encapsulated his characteristic wit and wisdom.
Berliner’s mentorship extended into crucial moments of professional development; when I sought his endorsement while navigating the job market, his support was both affirming and invaluable. His ability to dissect the complexities of educational psychology and critique the sociopolitical dimensions of educational assessment with precision has deeply informed my understanding. More than just a guide, Berliner has championed a compassionate and realistic approach to educational evaluation, emphasizing the importance of acknowledging the diverse needs and potentials of students. This philosophy has not only influenced my research and policy work but also reinforced my dedication to fostering educational environments that are inclusive, equitable, and attuned to the unique journeys of all learners.
Pierre Bourdieu
Pierre Bourdieu’s sociological theories, particularly his concepts of cultural capital and habitus, have not only enriched my academic perspective but have also played a prominent role in my scholarship. His work has been instrumental in shaping my approach to exploring the deeply entrenched inequalities within educational systems. This influence is particularly evident in the collaborative work I conducted with Dr. Richard Reddick while at the University of Texas at Austin, where we delved into the dynamics of mentoring.
His scholarship also culminated in a significant publication in the Teacher College Record, entitled “Understanding the Interaction Between High-Stakes Graduation Tests and English Learners.” This piece, among others, reflects Bourdieu’s profound impact on my thinking and research. His insights into how social and cultural capital operate within educational contexts have provided a critical framework for analyzing the challenges and barriers faced by marginalized communities. By applying Bourdieu’s theories, our work has critically examined the social constructs that govern educational success and access, particularly highlighting how systemic inequities impact English Learners in the context of high-stakes testing. Through this and other scholarly endeavors, Bourdieu’s concepts have been pivotal in guiding my efforts to dismantle barriers to quality education and advocate for policies and practices that recognize and address the diverse needs of all students.
Linda Darling-Hammond
Linda Darling-Hammond’s role in my academic and professional journey has been foundational, stretching far beyond her remarkable research and advocacy for educational reform. As my dissertation chair at Stanford University, she not only guided my scholarly pursuits but also profoundly influenced my trajectory in the field of education. My initial encounter with her at a Stanford picnic was a turning point; her invitation to discuss the Texas testing and accountability system, especially in light of my experiences in the Houston Independent School District, marked the beginning of a mentorship and collaboration that has deeply impacted my work.
Darling-Hammond’s keen interest in my background and insights into the Texas education system was both affirming and inspiring. Her encouragement to explore these issues further within the context of my dissertation research opened up new avenues for critical inquiry and advocacy. Her guidance was instrumental in honing my focus on equity and justice in education, particularly regarding the implications of testing and accountability policies on diverse learning communities.
Throughout my doctoral studies and beyond, Darling-Hammond’s mentorship extended beyond academic advising to embody a genuine commitment to nurturing my growth as a researcher, educator, and advocate. Her comprehensive understanding of what constitutes effective teaching and her unwavering dedication to educational equity have deeply informed my research agenda and policy advocacy. Under her tutelage, I delved into complex issues surrounding teacher education, educational policy, and reform, with a particular emphasis on how these areas intersect with equity and access for all students.
Darling-Hammond’s influence is evident in my ongoing efforts to champion policies that support professional development, resource equity, and innovative instructional strategies. Her pioneering work on teacher education and her advocacy for systemic reform continue to inspire my commitment to creating more inclusive, equitable educational environments. Her mentorship has been a guiding light, shaping my approach to research and advocacy and instilling in me a profound sense of responsibility to contribute to meaningful change in education.
Reflecting on our relationship, it’s clear that Linda’s impact transcends the academic; she has been a mentor in the truest sense, challenging me to think deeply, act boldly, and persistently pursue justice in education. Our collaboration and her mentorship have been pivotal in shaping my career and my resolve to address the systemic inequities that plague our educational systems.
Shaun R. Harper
Shaun R. Harper’s influence on my academic and professional life extends beyond the inspiration drawn from his groundbreaking work on race and equity in education. His commitment to highlighting the strengths and challenges faced by underrepresented students has profoundly shaped my approach to addressing racial disparities in education. This dedication has been a cornerstone of my own work, driving me to advocate for an educational system that truly champions diversity, equity, and inclusion.
However, Harper’s impact on my career is also deeply personal and speaks volumes about the kind of scholar and person he is. During a critical juncture in my academic journey, as I was navigating the complex tenure process at the University of Texas at Austin, I found myself in a precarious situation. With only a week until the deadline, my department chair had not yet requested letters for my tenure file from outside reviewers—a crucial step in the review process at UT. Amidst this uncertainty, Shaun Harper stepped up in a way I will never forget. Without hesitation, he offered to write a letter for my tenure file, demonstrating an incredible act of collegiality and support. Although he ultimately wasn’t asked to submit the letter, his willingness to assist me in that moment of need left an indelible mark on my heart and reinforced my belief in the power of solidarity within the academic community.
This act of support was more than just a gesture of professional courtesy; it was a testament to Harper’s character and his genuine commitment to supporting fellow scholars. I am forever grateful for his readiness to aid me, which not only helped me navigate a challenging moment in my career but also strengthened my resolve to pay it forward by supporting others in their academic and professional endeavors. Harper’s willingness to step up during my tenure process is a poignant reminder of the importance of mentorship, solidarity, and community within academia. It underscores the profound impact that acts of kindness and support can have on an individual’s career and the broader academic landscape.
Frederick Hess
Frederick Hess’s role in the realm of education policy and reform has indeed been thought-provoking, challenging me to scrutinize the wider implications of policy decisions on the educational landscape. However, my interactions with Hess and the attempt to forge a professional relationship have revealed the complexities and nuances inherent in the field of education policy. After inviting Hess to speak on a presidential panel at the American Educational Research Association (see photo above), which was a testament to my respect for his contributions and insights, I was subsequently invited to participate in the American Enterprise Institute (AEI) education policy conversations in Washington, D.C. This opportunity represented a potential avenue for dialogue and collaboration across ideological divides, reflecting my belief in the importance of engaging with diverse viewpoints to enrich understanding and foster comprehensive policy solutions.
Despite the promise of these engagements, the collaboration ultimately did not materialize as hoped. My outspoken views on AEI’s policies, their funders, and the broader implications of their advocated reforms led to my being disinvited from their events. While this outcome was disappointing, it was understandable given the often polarized nature of education policy discourse. This experience underscored the challenges of navigating professional relationships within the complex ecosystem of education policy, where divergent views and values can both enrich debate and create barriers to collaboration.
In reflecting on this episode, it’s clear that while not all attempts at collaboration will succeed, the importance of engaging with a range of perspectives remains paramount. The dialogue between differing viewpoints is crucial for the evolution of education policy and practice. Although my professional relationship with Hess and AEI did not evolve, the experience has reinforced my commitment to advocating for policies that I believe are in the best interest of students and educators, and to remaining open to dialogue and debate as essential components of policy development and reform.
bell hooks
As the Diversity Themes Semester Coordinator for University Housing at the University of Michigan, I had the unparalleled opportunity to meet bell hooks during my undergraduate years. This meeting wasn’t just a simple introduction; it was an intimate dinner where I could converse with her directly, an experience that remains one of the most cherished memories of my life. Her transformative thoughts on pedagogy, race, and gender, alongside her advocacy for an emancipatory education rooted in love and justice, have profoundly shaped many academic and personal worldviews. hooks’ ability to articulate the complexities of identity within educational and societal contexts provided me with invaluable insights that have continuously guided my efforts to promote a liberating education for all students.
Reflecting on this pivotal encounter, I can’t help but feel a sense of regret for not seizing a subsequent opportunity to reconnect with her. While serving as Dean at the University of Kentucky, I was tantalizingly close to Berea, where bell hooks resided later in her life. Despite the geographic proximity and my deep admiration for her work, I never made the journey to visit her before her passing. This missed opportunity to engage further with one of the most influential thinkers of our time is a regret that lingers with me. Nonetheless, the memory of our initial meeting and the impact of her work continue to inspire my endeavors in education, reminding me of the power of transformative pedagogy and the importance of striving for equity and justice in all educational practices.
Gloria Ladson-Billings
My admiration for Gloria Ladson-Billings and her groundbreaking work on culturally relevant pedagogy and Critical Race Theory (CRT) has been a constant throughout my academic and professional journey. Since encountering her seminal CRT piece, I have considered myself a fanboy, deeply influenced by her insights into the critical role of culture in education. Ladson-Billings’ emphasis on recognizing and valuing students’ cultural backgrounds to promote academic success and critical consciousness has not only informed my research but has also profoundly shaped my approach to teaching and policy advocacy.
Over the years, I have had the good fortune to cross paths with Gloria Ladson-Billings on several occasions. Each encounter has been a memorable moment, further solidifying my respect and admiration for her work and her person. She has graciously acquiesced to my requests for selfies, moments I cherish as tangible reminders of the impact her work has had on my professional path. These encounters, albeit brief, have been incredibly meaningful to me, offering me snapshots of time with one of the most influential figures in the field of education.
Her work on culturally responsive teaching practices has underscored for me the importance of validating and affirming the diverse cultures of all students. This perspective has been pivotal in guiding my efforts to create more inclusive, equitable educational environments that recognize and celebrate the rich tapestry of student backgrounds and experiences. Gloria Ladson-Billings’ contributions to the field of education continue to inspire and challenge educators and researchers alike to strive for a more just and equitable educational system.
Bettina Love
Bettina Love’s advocacy for an abolitionist approach to education, urging us to envision an educational system rooted in equity, love, and liberation, has significantly impacted my perspective on educational reform and practice. Her innovative work challenges traditional paradigms and encourages a reimagining of what education can be, emphasizing the need to dismantle oppressive structures within our educational systems.
My admiration for her work was further deepened by a memorable encounter at the last International Urban Conference on Education in Cancun. I had the incredible opportunity to spend an afternoon by the pool with Bettina Love and her partner, engaging in enriching discussions about urban education and policy. The conversation flowed effortlessly, covering a range of topics that are central to both of our work, and offering me invaluable insights into the intersections of education, equity, and policy. This experience was not only intellectually stimulating but also a delightful affirmation of the shared commitment and passion we have for transformative education.
During our time together, Bettina shared insights about her then-upcoming book, “Punished for Dreaming,” which I eagerly anticipated. Her ability to articulate the challenges and possibilities in education with such clarity and passion is truly inspiring. Engaging with her in such an intimate setting, discussing the intricacies of urban education and the potential for policy to enact meaningful change, was an unforgettable experience that has further fueled my commitment to educational equity and reform.
Bettina Love’s work and our poolside conversation in Cancun serve as a powerful reminder of the critical role educators and policymakers play in shaping the future of education. It reinforces the importance of pursuing a vision of education that is not only inclusive and equitable but also liberatory, ensuring that all students are empowered to dream and achieve without the constraints of systemic oppression.
Rich Milner
Rich Milner’s focus on urban education and the challenges faced by African American students has been pivotal in shaping my approach to educational equity. Milner’s dedication to addressing the systemic inequities that impact marginalized students has reinforced my commitment to developing educational policies and practices that are grounded in justice and inclusivity.
Pedro Noguera
Pedro Noguera’s extensive research on the impact of social and economic conditions on education has provided me with a nuanced understanding of the complexities surrounding educational equity. His work emphasizes the importance of addressing the broader societal factors that influence educational outcomes, guiding my efforts to advocate for comprehensive reforms that address these root causes.
Gary Orfield
When I applied to Harvard for my doctoral degree, one of my primary motivations was the opportunity to work with Gary Orfield. His pioneering research on desegregation, civil rights, and education policy had already left a significant mark on my academic interests and aspirations. I vividly remember watching him on CNN in the 1990s and thinking to myself that I wanted to emulate Gary Orfield’s impactful career. His ability to blend rigorous academic research with active engagement in public policy debates was exactly what I aspired to achieve.
During my visit to Harvard, as I was weighing the decision between attending there or Stanford for my Ph.D., Gary Orfield graciously met with me. Our discussion about his work, his perspectives on educational equity, and the civil rights implications of education policy deeply influenced my decision-making process. Although I ultimately chose Stanford, that conversation with Orfield had a profound impact on my academic trajectory.
Since that time, I have dedicated a significant portion of my research to building upon the foundation that Orfield laid, particularly in the area of school segregation. For example, our charter school segregation paper was a direct update to the work he had been doing on segregation for quite some time. This effort to continue and expand upon Orfield’s research is a testament to the lasting influence of his work on my own scholarly pursuits.
Beyond the academic realm, I’ve also greatly enjoyed interacting with Gary on Facebook. These interactions have provided me with valuable insights and continued inspiration. As I reflect on the impact Gary Orfield has had on my career and on the field of education policy at large, I am filled with gratitude for his guidance and mentorship, even from afar. My best wishes extend to him and his family, hoping for their health and well-being. Gary Orfield’s commitment to equity and justice in education continues to inspire not only my work but also the work of countless other scholars and practitioners striving to make education a force for equality and civil rights.
Diane Ravitch
Back in 2014, Diane Ravitch extended an invitation that would mark a significant milestone in my professional life. She invited me to her home in Brooklyn to discuss the formation of a new organization aimed at championing public education. This gathering led to the creation of the Network for Public Education (NPE), and it is an honor to say I am a founding board member. Being part of NPE’s inception and witnessing its growth and impact has been a profound experience, underscoring the collective power of advocacy and research in shaping the discourse around public education.
The opportunity to discuss research produced by NPE at a recent congressional hearing on charter schools was a pivotal moment. It allowed me to contribute to important national conversations about education policy, bringing evidence-based research to the forefront of legislative discussions. This moment was not just a personal achievement but a testament to the important work NPE is doing in the education sector.
My relationship with Diane Ravitch has been one of the most cherished aspects of my professional journey. Diane is truly a gem in the field of education—a brilliant mind and a passionate advocate for public education whose shift from advocate to critic of certain educational policies has inspired many, including myself, to adopt a more critical and evidence-based approach to educational reform. Her readiness to engage, whether through a text or a call, has been invaluable. Diane’s mentorship and support have played a crucial role in my development as an educator, researcher, and advocate. Her unwavering commitment to public education and her mentorship have deeply influenced my work, reinforcing the importance of grounded, evidence-based approaches to educational reform and advocacy.
Sean Reardon
Sean F. Reardon’s research on socioeconomic inequality and its impact on educational achievement has been important to my academic journey, particularly highlighting the urgent issue of income disparity in educational outcomes. HIs work is often covered in the media and the meticulous analysis and insights have been invaluable to my research agenda, propelling me to delve deeply into the policies that can mitigate socioeconomic inequities within the educational system.
I am especially appreciative of Reardon’s role as one of my dissertation committee members. His guidance throughout my doctoral research was not only instrumental in shaping my academic focus but also provided me with a profound understanding of the complexities surrounding education and inequality. His expertise in the field of educational inequality provided me with a solid foundation upon which I could build my research, offering critical feedback that challenged and refined my thinking.
Reardon’s commitment to addressing the multifaceted nature of educational disparities, combined with his willingness to serve on my dissertation committee, has left a lasting impact on my work and my approach to educational policy. His mentorship during this critical phase of my academic career has been a source of inspiration, motivating me to pursue rigorous, impactful research that seeks to understand and address the root causes of educational inequity. I am deeply grateful for his insight and support, which have been instrumental in my development as a scholar committed to fostering equity and justice in education.
The work of these thinkers has not only influenced my research and scholarship but also shaped my vision for what education can and should be. Their contributions serve as a constant reminder of the power of education to transform lives and societies. As I continue on this journey, their insights and innovations remain a guiding light, challenging me to contribute to an educational legacy that is as rich, diverse, and impactful as the one they have created.
Navigating Challenges and Celebrating Milestones
Yet, this honor—being counted among such esteemed colleagues in “The Palgrave Handbook of Educational Thinkers”—is not an accolade. It is a reflective moment that underscores the urgency and the enormity of the work that lies ahead. The challenges confronting our educational systems are multifaceted and persistent, from widening inequities to systemic barriers that thwart the potential of countless learners.
My inclusion in this prestigious handbook is a clarion call to redouble my efforts, to push further into the realms of research, policy, and practice that can make a difference in the lives of students and educators alike. It is a reminder of the responsibility that accompanies recognition: to strive for greater impact, to engage more deeply with communities, and to contribute to the ongoing dialogue that shapes the future of education.
Looking Ahead with Hope and Determination
As I ponder the road ahead, I am filled with a sense of purpose and a recognition of the collective endeavor that educational transformation requires. This moment, as humbling as it is exhilarating, is but a waypoint on a journey that extends far beyond the pages of any book.
The legacy of the thinkers who have shaped our understanding of education is a mosaic of ideas, challenges, and achievements. As my work takes its place within this vibrant tapestry, I am reminded that the quest for educational equity and excellence is an ever-evolving narrative, one that demands our best efforts, our most innovative ideas, and our unwavering commitment.
To conclude, my thoughts wander back to the blue books of my 5th-grade classroom library. Those biographies of Americans like Thomas Jefferson and George Washington Carver were not just books; they were windows to worlds of possibility, narratives that inspired my young mind to dream beyond the confines of the present. Little did I know that one day, a “blue biography” bearing my name would find its place in education, chronicling a journey in the expansive field of educational equity and leadership. I am reminded of the responsibility that accompanies any recognition. It is a call to continue the work with even greater fervor, to collaborate with peers across the globe, and to contribute to the rich legacy of educational thought and practice that each name on this list represents. Together, we are part of a continuum of commitment to the betterment of educational systems and the lives of learners everywhere. This moment, as humbling as it is exhilarating, reinforces my resolve to forge ahead, inspired by the giants upon whose shoulders we stand.
Today’s experience—testifying before the House Committee on Education and the Workforce about charter schools—represents a full-circle moment and, more importantly, in the ongoing dialogue about the future of education in America. This was an opportunity not just to present data or argue for specific policies but to engage deeply with the critical issues at the heart of our education system. The path that led me here, through various roles within the charter school sector and academia, has been both enriching and challenging. It has provided me with a comprehensive understanding of the potential and pitfalls of school choice, insights I was compelled to share with our nation’s lawmakers. Did I mention that my heart was beating out of my chest during the entire hearing!?
The intensity of the session was brought into sharp focus during moments of quite vigorous questioning by some committee members. These exchanges, challenging yet illuminating, underscored the passionate debates that surround school choice within our national conversation about education. Each question posed by the lawmakers, whether probing the foundations of my research or the implications of our research findings, highlighted the critical importance of grounding our discussions in rigorous analysis and a comprehensive understanding of the nuanced issues at play. As you will see if you watch the hearing, some congresspeople came on very strong in their questioning.
A Multifaceted Engagement
My testimony drew on a broad spectrum of experiences across the charter school sector, from my early days researching charter schools in Michigan to my personal involvement as a parent and board member. These diverse roles have offered me a unique vantage point to observe the operational realities of charter schools and their impact on communities. Each position—whether in the classroom, boardroom, or through the lens of a parent—has contributed layers of understanding to my research, enriching my perspective on what works and what doesn’t in charter education.
The Core of My Testimony
Central to my message to Congress was the nuanced view that while charter schools were established with noble intentions—to innovate and improve public education—the reality is more complex and, and mainly, troubling. My research, along with the work of peers in the academic community, points to a mixed performance record for charter schools, challenging the narrative of charter superiority over neighborhood public schools. Issues such as the lack of significant academic advantages, heightened teacher turnover, and exacerbation of racial and socioeconomic segregation underpin the critical need for a reevaluation of the charter school model.
Highlighting Accountability and Equity
Perhaps the most pressing issue I aimed to highlight in my testimony is the glaring lack of accountability that plagues the charter sector. The examples of financial mismanagement and school closures I cited are symptomatic of a broader problem: the failure to uphold the principles of public accountability and community engagement that are fundamental to the public education system. This gap in accountability not only undermines the educational outcomes for students but also erodes public trust in the charter school model.
A Call for Reflective Action
In advocating for a strategic reassessment of charter schools, my intention was to spark a conversation that moves beyond the binary of pro-charter and anti-charter rhetoric. It is crucial that we address the systemic issues of accountability, financial management, and equity that currently challenge the charter movement. My call to Congress was for a thoughtful approach that prioritizes the needs of all students, ensuring that charter schools truly contribute to the collective goal of an equitable and effective education system rather than being negative.
The Road Forward
The opportunity to share my insights with Congress is a reminder of the ongoing responsibility we have as educators, researchers, and policymakers to engage in reflective and informed discussions about the future of education. The testimony is but a moment in a larger journey toward educational equity and excellence. As I look ahead, I am committed to continuing my research and advocacy, aiming to influence policy and practice in ways that ensure every child has access to quality education. It’s a path that demands perseverance, collaboration, and a steadfast commitment to the values of equity and justice that should define our education system.
In closing, today was a profound affirmation of the role that rigorous academic research and personal engagement can play in shaping public policy. As we move forward, let us do so with a renewed commitment to ensuring that our education policies are grounded in evidence, focused on equity, and inclusive of the voices of all communities. Together, we can work towards an education system that lives up to our highest aspirations, providing every student with the opportunity to succeed and thrive.
Here is the testimony and references that were entered into the congressional record:
Testimony to the House Committee on Education and the Workforce Subcommittee on Early Childhood, Elementary, and Secondary Education
Chair and Members of the Committee,
I am honored to contribute to this critical discussion on school choice, sharing insights from my multifaceted engagement with the charter school sector—as a former charter educator, donor, parent, board member, and now researcher. These experiences, combined with my academic inquiry, have provided me with a deep understanding of the nuances and complexities surrounding charter schools.
In the late 1990s, my research into charter schools began in Michigan, a state at the forefront of the charter movement. This journey continued through an instructional role at Aspire Charter School in East Palo Alto California, and as a board member of a charter school in Austin, Texas. Witnessing my daughter’s education within a charter school further personalized my insights into the sector’s impact on students and families. As a researcher and tenured scholar, I have published 28 peer reviewed articles, reports and law reviews and other publications about school choice.
The foundational premise of charter schools was to foster innovation and provide an alternative that would spur improvements within the traditional public school system. Yet, the body of peer reviewed academic research, including my own studies, increasingly questions the efficacy of charter schools in delivering on these promises. Data from the National Center for Education Statistics indicates no significant academic advantage for charter school students over their public school counterparts. Furthermore, the Center for Research on Educational Outcomes (CREDO) series of ongoing reports have sometimes noted positive achievement result and other times they’ve found negative results, often in the hundredths of a standard deviation. CREDO has has also faced significant criticism for their methodology from the National Education Policy Center and the Network for Public Education, casting doubt on the significance and replicability of the “days of learning” framing of their findings.
Beyond the question of academic outcomes, charter schools have been shown to exacerbate pre-existing challenges within the public education system. As noted by the 2016 resolution from the NAACP that came forward when I served as California NAACP Education Chair, charter schools on average exhibit higher rates of teacher turnover, decreased teacher quality, serve less special needs students, and have intensified racial segregation and inequitable disciplinary practices. The work of scholars such as Kevin Welner, among others, has illuminated how charter schools’ selective recruitment and retention practices contribute to a deepening of educational disparities. My own research corroborates these findings, highlighting the troubling extent of racial segregation in charter schools and challenging the inclusivity and equity of the choice model.
The issue of accountability, or the lack thereof, in the charter sector is particularly alarming. The absence of rigorous oversight in many states has paved the way for financial mismanagement, conflicts of interest, and a disturbingly high rate of school closures. A recent study by the Network for Public Education found that over 25% of charter schools closed within five years. By year 10, the closure rate was 40%. Millions in public grant funds from the US Department of Education have been spent on charter schools that never opened or closed after a year. These dynamics not only disrupt students’ educational paths but also have resulted in the documented misallocation of billions of dollars in public funds. The governance structures of many charter schools, especially those managed by for-profit entities, often fail to align with the broader community interests, undermining the principle of public accountability in education.
Moreover, the unchecked expansion of the charter sector poses significant risks to the public education system, diluting resources and exacerbating the challenges of delivering quality education across the board. This problem is accentuated by the expected nationwide decline in K-12 student populations in public schools, underscoring the urgency of focusing our efforts on improving existing educational infrastructures rather than expanding the charter sector indiscriminately.
Given these concerns, my stance on charter schools has evolved towards a more cautious and critical perspective. While most have heard the original ideal that charter schools would serve as laboratories for educational innovation and to provide families with diverse educational options, it is imperative that we address the profound existing issues of accountability and financial management that currently beset the charter school movement.
In consideration of the predominant perspective of educational research data, it is imperative that we unite in advocating for a strategic reassessment of the charter school model, with a focus on upholding educational excellence, reinforcing the value of education as a public good, and enhancing community involvement. Only through a concerted effort to confront and resolve these challenges can we ensure that charter schools will instead contribute positively rather than negatively to our collective goal of an effective education system for all students.
It is my sincere hope that this testimony serves as a catalyst for a thoughtful and comprehensive reevaluation of the charter school landscape. May it ignite initiatives and policies aligned with our highest educational aspirations, guaranteeing every child access to a quality education that is emblematic of our nation’s dedication to excellence in education for all children and families.
Thank you for considering my perspective and research on this critical issue. I look forward to the possibility of collaborating to foster a more equitable and responsive education system for every student.
Sincerely,
Julian Vasquez Heilig
Professor and Founding Board Member Network for Public Education
School Choice Scholarship
FIRST AND SINGLE AUTHORED ARTICLES IN PROFESSIONAL JOURNALS (*REFEREED/PEER-REVIEWED)
Vasquez Heilig. J., Brewer, J. and Williams, Y. (2019). Choice without inclusion?: Comparing the intensity of racial segregation in charters and public schools at the local, state and national levels. Journal of Education Sciences, 9(3), 1-17.*
Vasquez Heilig, J. & Clark, B. (2018). New insights and directions: Considering the impact of charter school attributes on communities of color, Journal of Transformative Leadership and Policy Studies, 7(1), 3-9.*
Vasquez Heilig, J., Nelson, S., & Kronzer, M. (2018). Does the African American need separate charter schools? Law & Inequality: A Journal of Theory and Practice, 36(2), 247-267.
Portales, J. & Vasquez-Heilig, J. (2014). Understanding how universal vouchers have impacted urban school districts’ enrollment in Chile. Education Policy Analysis Archives, 22(68). Retrieved from http://epaa.asu.edu/ojs/article/view/1427/1314*
BOOK CHAPTERS
Vasquez Heilig, J. (2021). Scrutinizing the school choice Equity Ethos for Black parents. In D. Berliner & C. Hermanns (Eds.), Public Education: The Cornerstone of American Democracy, (pp. XX-XX). New York, NY: Teachers College Press.
Vasquez Heilig, J,. Brewer, T.J. & White, T. (2018). What Instead?: Reframing the debate about charter schools, Teach For America, and testing. In R. Ahlquist, P. Gorski and T. Montano (Eds.), Assault on Kids and Teachers: Countering privatization, deficit ideologies and standardization of U.S. schools, (pp. 201-217) New York: Peter Lang.
HANDBOOKS
Vasquez Heilig. J., Brewer, J. & Adamson, F. (2019). The politics of market-based school choice research: A comingling of ideology, methods and funding, In M. Berends, A. Primus and M. Springer (Eds.) Handbook of Research on School Choice, 2nd (pp. 335-350). New York, NY: Routledge.*
EDUCATION POLICY REPORTS, BRIEFS, AND FIELD PUBLICATIONS
Vasquez Heilig, J. (2018). NEPC Review: “Bigger Bang, Fewer Bucks?” (University of Arkansas Department of Education Reform, February 2018). Boulder, CO: National Education Policy Center.
Vasquez Heilig, J., LeClair, A.V., Lemke, M., & McMurrey, A. (2014). Remarkable or poppycock?: Lessons from school voucher research and data. Austin, TX: Texas Center for Education Policy, University of Texas at Austin.
FIRST AND SINGLE AUTHORED ARTICLES IN PROFESSIONAL JOURNALS (*REFEREED/PEER-REVIEWED)
Choice without inclusion? (2019) by Vasquez Heilig, J., Brewer, J., and Williams, Y. explores the extent of racial segregation in charter versus public schools across various geographies. This study critically examines whether school choice leads to inclusive educational environments or exacerbates segregation.
New insights and directions (2018) by Vasquez Heilig, J., & Clark, B. analyzes the impact of charter school policies on communities of color, offering a nuanced look at how these schools affect diverse populations and suggesting pathways for creating more equitable educational opportunities.
Reframing the refrain: Choice as a Civil Rights issue (2013) by Vasquez Heilig, J. argues that school choice should be viewed through a civil rights lens, challenging the notion that choice inherently leads to better outcomes for marginalized communities and calling for a reevaluation of choice policies.
Is choice a panacea? (2011) by Vasquez Heilig, J., Williams, A., McNeil, L., & Lee, C. scrutinizes the effectiveness of charter schools and KIPP programs, particularly focusing on attrition rates among black students, questioning the efficacy of choice as an educational reform strategy.
CO-AUTHORED ARTICLES IN PROFESSIONAL JOURNALS (*REFEREED/PEERREVIEWED)
Understanding universal vouchers and urban public schools in Santiago de Chile (2015) by Portales, J., & Vasquez Heilig, J. investigates the response of educational administrators to school choice in the context of Santiago, Chile, providing insights into the global implications of voucher systems.
Understanding how universal vouchers have impacted urban school districts’ enrollment in Chile (2014) by Portales, J. & Vasquez-Heilig, J. examines the effects of voucher systems on school enrollment patterns in Chile, offering a comprehensive look at the consequences of market-based educational reforms.
FIRST AND CO-AUTHORED ARTICLES IN LAW REVIEWS
Does the African American need separate charter schools? (2018) by Vasquez Heilig, J., Nelson, S., & Kronzer, M. critically examines the proposition of African American-specific charter schools as a solution to educational disparities, analyzing the legal, social, and educational implications.
Separate and unequal? (2016) by Vasquez Heilig, J., Holme, J., LeClair, A. V., Redd, L., & Ward, D. delves into the segregation issues within charter schools, comparing them to traditional public schools and highlighting the challenges special populations face in these environments.
BOOK CHAPTERS
Scrutinizing the school choice Equity Ethos for Black parents (2021) by Vasquez Heilig, J. critiques the equity claims of school choice advocates, focusing on the experiences and perspectives of Black parents navigating these systems.
What Instead?: Reframing the debate about charter schools, Teach For America, and testing (2018) by Vasquez Heilig, J., Brewer, T.J., & White, T. challenges mainstream narratives around educational reform, proposing alternative frameworks that prioritize equity and inclusion.
HANDBOOKS
The politics of market-based school choice research (2019) by Vasquez Heilig, J., Brewer, J., & Adamson, F. critically examines the intersection of ideology, methodology, and funding in school choice research, unpacking the complexities behind the push for market-based reforms.
EDUCATION POLICY REPORTS, BRIEFS, AND FIELD PUBLICATIONS
NEPC Review: “Bigger Bang, Fewer Bucks?” (2018) by Vasquez Heilig, J. offers a critical analysis of a report promoting the cost-effectiveness of charter schools, disputing the underlying assumptions and methodologies that charter schools are more cost effective than neighborhood public schools.
Remarkable or poppycock?: Lessons from school voucher research and data (2014) by Vasquez Heilig, J., LeClair, A.V., Lemke, M., & McMurrey, A. debunks common myths about the effectiveness of school vouchers, providing a data-driven critique of voucher policies.
Are vouchers a panacea?: Data from international implementation (2012) by Vasquez Heilig, J. & Portales. explores the global impact of voucher systems on educational equity, drawing lessons from various countries’ experiences with school choice.
As the landscape of education continues to evolve, the conversation around education remains at the forefront of policy and public debate. It’s a topic that touches on the core of our values about education, equity, and the right of every child to a quality education. On Wednesday, March 6, 2024, at 10:15 a.m. EST, I will have the honor of contributing to this vital conversation based on my decades of scholarly inquiry as I testify before the House Committee on Education and the Workforce’s Subcommittee on Early Childhood, Elementary, and Secondary Education. The hearing, titled “Proven Results: Highlighting the Benefits of Charter Schools for Students and Families,” promises to be a pivotal moment in our ongoing dialogue about the role of school choice in our education system.
Why This Matters
The hearing is set against the backdrop of increasing debates over the efficacy, equity, and future direction of charter schools in America. As scholar of educational equity and reform, I plan to delve into my publications and research on the complexities of charter school policies, their impacts on communities of color, and the broader implications for public education across the country. This is more than just an academic discussion; it’s about the lives and futures of millions of students.
The Power of Engagement
I firmly believe in the power of informed dialogue and community engagement in shaping the future of education. That’s why I am extending an invitation to you, my readers, to join this crucial conversation. The hearing will be open to the public and live-streamed on the Committee’s website, allowing for broad participation and access. I encourage educators, parents, students, and anyone interested in the future of our education system to tune in and hear the perspectives being shared.
What to Expect
During the hearing, I will share insights from my research and experience, highlighting the nuanced realities of charter schools and their varied impact on different communities. You can expect a very candid discussion about the challenges of charter schools, including issues of access, equity, accountability, and the role of choice in public education. Moreover, the hearing will feature a diverse panel of experts, each bringing unique viewpoints to the table, facilitating an engaging discussion on the subject.
How You Can Participate
Your voice and engagement are crucial. Here’s how you can be part of this important event:
Get Involved in the Conversation: Use social media platforms to discuss the hearing using #CharterSchoolsHearing2024. Share your thoughts, questions, and insights.
Stay Informed: After the hearing, I will share a detailed blog post on Cloaking Inequity, reflecting on the testimony and outlining next steps in our collective journey towards educational equity.
This hearing is a vital opportunity for all of us to engage with and influence the conversation on education policy. By coming together, listening, and sharing our diverse perspectives, we can work towards an educational system that truly serves all its students. I look forward to your participation and to continuing this important dialogue with you.
– Julian Vasquez Heilig
School Choice Scholarship
FIRST AND SINGLE AUTHORED ARTICLES IN PROFESSIONAL JOURNALS (*REFEREED/PEER-REVIEWED)
Vasquez Heilig. J., Brewer, J. and Williams, Y. (2019). Choice without inclusion?: Comparing the intensity of racial segregation in charters and public schools at the local, state and national levels. Journal of Education Sciences, 9(3), 1-17.*
Vasquez Heilig, J. & Clark, B. (2018). New insights and directions: Considering the impact of charter school attributes on communities of color, Journal of Transformative Leadership and Policy Studies, 7(1), 3-9.*
Vasquez Heilig, J., Nelson, S., & Kronzer, M. (2018). Does the African American need separate charter schools? Law & Inequality: A Journal of Theory and Practice, 36(2), 247-267.
Portales, J. & Vasquez-Heilig, J. (2014). Understanding how universal vouchers have impacted urban school districts’ enrollment in Chile. Education Policy Analysis Archives, 22(68). Retrieved from http://epaa.asu.edu/ojs/article/view/1427/1314*
BOOK CHAPTERS
Vasquez Heilig, J. (2021). Scrutinizing the school choice Equity Ethos for Black parents. In D. Berliner & C. Hermanns (Eds.), Public Education: The Cornerstone of American Democracy, (pp. XX-XX). New York, NY: Teachers College Press.
Vasquez Heilig, J,. Brewer, T.J. & White, T. (2018). What Instead?: Reframing the debate about charter schools, Teach For America, and testing. In R. Ahlquist, P. Gorski and T. Montano (Eds.), Assault on Kids and Teachers: Countering privatization, deficit ideologies and standardization of U.S. schools, (pp. 201-217) New York: Peter Lang.
HANDBOOKS
Vasquez Heilig. J., Brewer, J. & Adamson, F. (2019). The politics of market-based school choice research: A comingling of ideology, methods and funding, In M. Berends, A. Primus and M. Springer (Eds.) Handbook of Research on School Choice, 2nd (pp. 335-350). New York, NY: Routledge.*
EDUCATION POLICY REPORTS, BRIEFS, AND FIELD PUBLICATIONS
Vasquez Heilig, J. (2018). NEPC Review: “Bigger Bang, Fewer Bucks?” (University of Arkansas Department of Education Reform, February 2018). Boulder, CO: National Education Policy Center.
Vasquez Heilig, J., LeClair, A.V., Lemke, M., & McMurrey, A. (2014). Remarkable or poppycock?: Lessons from school voucher research and data. Austin, TX: Texas Center for Education Policy, University of Texas at Austin.
FIRST AND SINGLE AUTHORED ARTICLES IN PROFESSIONAL JOURNALS (*REFEREED/PEER-REVIEWED)
Choice without inclusion? (2019) by Vasquez Heilig, J., Brewer, J., and Williams, Y. explores the extent of racial segregation in charter versus public schools across various geographies. This study critically examines whether school choice leads to inclusive educational environments or exacerbates segregation.
New insights and directions (2018) by Vasquez Heilig, J., & Clark, B. analyzes the impact of charter school policies on communities of color, offering a nuanced look at how these schools affect diverse populations and suggesting pathways for creating more equitable educational opportunities.
Reframing the refrain: Choice as a Civil Rights issue (2013) by Vasquez Heilig, J. argues that school choice should be viewed through a civil rights lens, challenging the notion that choice inherently leads to better outcomes for marginalized communities and calling for a reevaluation of choice policies.
Is choice a panacea? (2011) by Vasquez Heilig, J., Williams, A., McNeil, L., & Lee, C. scrutinizes the effectiveness of charter schools and KIPP programs, particularly focusing on attrition rates among black students, questioning the efficacy of choice as an educational reform strategy.
CO-AUTHORED ARTICLES IN PROFESSIONAL JOURNALS (*REFEREED/PEERREVIEWED)
Understanding universal vouchers and urban public schools in Santiago de Chile (2015) by Portales, J., & Vasquez Heilig, J. investigates the response of educational administrators to school choice in the context of Santiago, Chile, providing insights into the global implications of voucher systems.
Understanding how universal vouchers have impacted urban school districts’ enrollment in Chile (2014) by Portales, J. & Vasquez-Heilig, J. examines the effects of voucher systems on school enrollment patterns in Chile, offering a comprehensive look at the consequences of market-based educational reforms.
FIRST AND CO-AUTHORED ARTICLES IN LAW REVIEWS
Does the African American need separate charter schools? (2018) by Vasquez Heilig, J., Nelson, S., & Kronzer, M. critically examines the proposition of African American-specific charter schools as a solution to educational disparities, analyzing the legal, social, and educational implications.
Separate and unequal? (2016) by Vasquez Heilig, J., Holme, J., LeClair, A. V., Redd, L., & Ward, D. delves into the segregation issues within charter schools, comparing them to traditional public schools and highlighting the challenges special populations face in these environments.
BOOK CHAPTERS
Scrutinizing the school choice Equity Ethos for Black parents (2021) by Vasquez Heilig, J. critiques the equity claims of school choice advocates, focusing on the experiences and perspectives of Black parents navigating these systems.
What Instead?: Reframing the debate about charter schools, Teach For America, and testing (2018) by Vasquez Heilig, J., Brewer, T.J., & White, T. challenges mainstream narratives around educational reform, proposing alternative frameworks that prioritize equity and inclusion.
HANDBOOKS
The politics of market-based school choice research (2019) by Vasquez Heilig, J., Brewer, J., & Adamson, F. critically examines the intersection of ideology, methodology, and funding in school choice research, unpacking the complexities behind the push for market-based reforms.
EDUCATION POLICY REPORTS, BRIEFS, AND FIELD PUBLICATIONS
NEPC Review: “Bigger Bang, Fewer Bucks?” (2018) by Vasquez Heilig, J. offers a critical analysis of a report promoting the cost-effectiveness of charter schools, disputing the underlying assumptions and methodologies that charter schools are more cost effective than neighborhood public schools.
Remarkable or poppycock?: Lessons from school voucher research and data (2014) by Vasquez Heilig, J., LeClair, A.V., Lemke, M., & McMurrey, A. debunks common myths about the effectiveness of school vouchers, providing a data-driven critique of voucher policies.
Are vouchers a panacea?: Data from international implementation (2012) by Vasquez Heilig, J. & Portales. explores the global impact of voucher systems on educational equity, drawing lessons from various countries’ experiences with school choice.
Cloaking Inequity 
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