Professor of Educational Leadership and Policy Studies
Julian Vasquez Heilig is an award-winning researcher and teacher. He is currently a Professor of Educational Leadership and Policy Studies and the Director of the Doctorate in Educational Leadership at California State University Sacramento.
In addition to educational accomplishments, Julian Vasquez Heilig has held a variety of practitioner, research, and leadership positions in organizations from Boston to Beijing. These experiences have provided formative professional perspectives to bridge research, theory, and practice.
His current research includes quantitatively and qualitatively examining how high-stakes testing and accountability-based reforms and market reforms impact urban minority students. Julian’s research interests also include issues of access, diversity, and equity in higher education.
His work has been cited by the New York Times, Washington Post, Associated Press, USAToday, Education Week, Huffington Post and other print and electronic media outlets. He has also appeared on local and national radio and TV including PBS, NBC, NBCLatino, NPR, Univision, Al Jazeera and MSNBC.
He obtained his Ph.D. in Education Administration and Policy Analysis and a Masters in Sociology from Stanford University. He also holds a Masters of Higher Education and a Bachelor’s of History and Psychology from the University of Michigan Ann Arbor.
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 next round of federal and state educational policy must be a mandate that provides support for ELs to meet performance standards by providing evidence-based solutions: appropriate curriculum, pedagogy, and well-trained teachers. Furthermore, policy makers, practitioners, and researchers should be cognizant of the less intrusive approach that many ELs and their families have toward schools by reconsidering whether “one size fits all” high-stakes exit testing policies are plausible for increasingly heterogeneous student populations. The use of multiple measures of EL student success in content areas, such as portfolios, is an accountability mechanism that makes sense, not just for ELs, but for all students.
See my 2011 keynote on ELLs and exit testing at the US Department of Education, Office of English Language Acquisition on UStream