Archive | July, 2012
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Teach For America: A review of the evidence (The research that TFA loves to hate…)

Vasquez Heilig, J. & Jez, S. (2010). Teach For America: A review of the evidence. Boulder, CO: National Education Policy Center, University of Colorado. Retrieve from http://nepc.colorado.edu/publication/teach-for-america Teach For America (TFA) aims to address teacher shortages by sending graduates from elite colleges, most of whom do not have a background in education, to teach in low-income rural […]

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Inputs and student achievement: An analysis of Latina/o-serving urban elementary schools

Vasquez Heilig, J., Williams, A. & Jez, S. (2010). Inputs and student achievement: An analysis of Latina/o-serving urban elementary schools. Association of Mexican American Educators Journal, 10(1), 48-58. Considering the continuing challenge of the Latina/o achievement gap, an analysis to understand the relationship between key inputs and Latino/a student achievement is important. The purpose of this research was […]

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From Dewey to No Child Left Behind: The evolution and devolution of public arts education

Vasquez Heilig, J., Cole, H. & Aguilar, A. (2010). From Dewey to No Child Left Behind: The evolution and devolution of public arts education. Arts Education Policy Review, 111(4), 136-145. This historical narrative tracks the evolution and devolution of visual arts education from Dewey’s progressive era pedagogy and the theory of the arts as experience through the modern accountability […]

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Is choice a panacea? An analysis of black secondary student attrition from KIPP, other private charters and urban districts

Vasquez Heilig, J., Williams, A., McNeil, L & Lee, C. (2011). Is choice a panacea? An analysis of black secondary student attrition from KIPP, other private charters and urban districts. Berkeley Review of Education, 2(2), 153-178. Public concern about pervasive inequalities in traditional public schools, combined with growing political, parental, and corporate support, has created the expectation that […]

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Immigrant DREAMs: The Texas 10% admissions plan, ELL student college choice and academic success

Vasquez Heilig, J., Rodriguez, C., & Somers, P. (2011). Immigrant DREAMs: The Texas 10% admissions plan, ELL student college choice and academic success. Journal of Latinos and Education, 10(2), 106-126. English learners (ELs) are facing unique issues in higher education that remain largely unexplored. This research focuses on college choice, enrollment and graduation of high-achieving ELs who were […]

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Actuating equity?: Historical and contemporary analyses of African American access to selective higher education from Sweatt to the Top 10% Law

Vasquez Heilig, J., Reddick, R., Hamilton, C. & Dietz, L. (2011). Actuating equity?: Historical and contemporary analyses of African American access to selective higher education from Sweatt to the Top 10% Law. Harvard Journal of African American Public Policy, 27(1), 11-27. This article examines key events, contexts and policies in the history of selective higher education admissions and […]

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From Jim Crow to the Top 10% Plan: A historical analysis of Latina/o access to a selective flagship university

Vasquez Heilig, J., Dietz, L. & Volonnino, M. (2011). From Jim Crow to the Top 10% Plan: A historical analysis of Latina/o access to a selective flagship university. Enrollment Management Journal: Student Access, Finance, and Success in Higher Education, 5(3), 83-109. Considering the University of Texas at Austin’s history as a progenitor of minority access in […]

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Alternative certification and Teach For America: The search for high quality teachers

Vasquez Heilig, J., Cole, H. & Springel, M. (2011). Alternative certification and Teach For America: The search for high quality teachers. Kansas Journal of Law and Public Policy, 20(3), 388-412. At a time when accountability leads almost any discussion within or about the education sector, it is a disconcerting irony that we continue to require more […]

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Understanding the interaction between high-stakes graduation tests and English language learners

Vasquez Heilig, J. (2011). Understanding the interaction between high-stakes graduation tests and English language learners. Teachers College Record, 113(12). This article underscores the legitimacy of the concern that ELs experience unintended consequences associated with high-stakes exit testing and accountability policy and suggests that social justice and equity are ratiocinative critiques of high-stakes testing and accountability policies. The […]

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As good as advertised?: Tracking urban student progress through high school in an environment of accountability

Vasquez Heilig, J. (2011). As good as advertised?: Tracking urban student progress through high school in an environment of accountability. American Secondary Education, 39(3), 17-41. No Child Left Behind’s mandated high-stakes testing and accountability policies have pervaded districts and schools nationwide. To examine student progress and graduation in the midst of first generation Texas-style accountability, this study tracked individuals […]

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At-risk student averse: Risk management and accountability

Vasquez Heilig, J., Young, M. & Williams, A. (2012). At-risk student averse: Risk management and accountability. Journal of Educational Administration, 50(5). The prevailing theory of action underlying accountability is that holding schools and students accountable will increase educational output. While accountability’s theory of action intuitively seemed plausible, at the point of No Child Left Behind’s national implementation, little empirical […]

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Accountability Texas-style: The progress and learning of urban minority students in a high-stakes testing context

Vasquez Heilig, J. & Darling-Hammond, L. (2008). Accountability Texas-style: The progress and learning of urban minority students in a high-stakes testing context. Educational Evaluation and Policy Analysis. 30(2), 75-110. This study examines longitudinal student progress and achievement on the elementary, middle, and high school levels in relation to accountability policy incentives in a large urban district in […]

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