Category: African Americans

• Decade of Education Outcome Data: Texas vs. California vs. New York vs. Nation

  4–6 minutes

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  September 27, 2012

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  Accountability, African Americans, Announcements, High-Stakes Testing, Higher Education Access, Latina/os

  Today we are pleased to release the report Is Texas leading its peers and the nation?: A Decadal Analysis of Educational Data. The Institute for Urban Policy Research and Analysis at the University of Texas at Austin commissioned a policy this report in the spring of 2012 to examine education data for the state of Texas,…

  

• “Illusion of Inclusion,” Article about Race and Standards in Harvard Educational Review

  1–2 minutes

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  September 20, 2012

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  Accountability, African Americans, High-Stakes Testing, Latina/os, Standards

   In this article, Julian Vasquez Heilig, Keffrelyn Brown, and Anthony Brown offer findings from a close textual analysis of how the Texas social studies standards address race, racism, and communities of color. Using the lens of Critical Race Theory, the authors uncover the sometimes subtle ways that the standards can appear to adequately address race while…

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

  1–2 minutes

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  July 29, 2012

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  African Americans, Higher Education Access

  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…

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

  1–2 minutes

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  July 29, 2012

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  Accountability, African Americans, High-Stakes Testing, Latina/os

  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…

• At-risk student averse: Risk management and accountability

  1–2 minutes

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  July 29, 2012

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  Accountability, African Americans, High-Stakes Testing, Latina/os

  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…