Category Archives: English Language Learners

Breaking News: School Segregation Study Strikes A Nerve

Today’s Breaking News comic represents the non-difference between De facto and De jure segregation of schools. It is rare that an education study strikes a nerve in the media. However, our study Expansive School Segregation in Texas: Predicts Accountability Rating has caused a stir. (Click here for study) The Spanish media was first on the story when Univision produced Study Shows Triple Segregation Persists in

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Study Shows Triple Segregation Persists in Texas Schools

Last month I first shared Expansive School Segregation in Texas: Predicts Accountability Rating with Cloaking Inequity readers. Yesterday UT-Austin communications drafted a press release for the study (see below) so there was a flurry of media activity. Univision also profiled the study on their 5 p.m. news program. Dr. Julian Vasquez Heilig       Dr. Jennifer Jellison Holme A first-of-its-kind study from researchers in the

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ELs: Transformational power of policy, access, and equality

The New York Times wrote yesterday in Beyond Black and White, New Force Reshapes South The states with the highest growth in the Latino population over the last decade are in the South, which is also absorbing an influx of people of all races moving in from other parts of the country. This figure from the Urban Institute exhibits the rapid

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Academia Esoteric and Inaccessible?: Not this month

Oft heard critiques of academia is that our work is esoteric and/or inaccessible. Over the past few days I have released two new peer-reviewed studies here at Cloaking Inequity that have implications for school reform: School Turnaround: Calling the Bluff of Accountability? and Expansive School Segregation in Texas: Predicts Accountability Rating. The journal at the top of the field of educational policy is

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Expansive School Segregation in Texas: Predicts Accountability Rating

Although U.S. schools are more racially diverse than ever before, they are growing increasingly segregated, with African American and Latina/o students attending more segregated schools than at any time in the past 20 years (Orfield, 2009). Although current levels of school segregation are reminiscent of the pre-Brown era, the demographics of students in U.S. schools have shifted dramatically since that

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