Category: English Language Learners
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Special Education and English Language Learners are considered vulnerable student populations. As a result, our society, courts, and policymakers have afforded these student populations special protections. However, in California, until recently, policy has allowed districts to offer rookie teachers limited access to training for teaching special populations— including Teach For America corps members. I have…
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There is an update on the TFA civil war from California…I received the following letter via email from a source within the TFA alum circle. TFA alumni are organizing for teacher quality in the Golden State. TFA wants to be able continue to assign a revolving door of poorly trained (only 5 weeks in the summer)…
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Julian Vasquez Heilig discusses his paper, “Understanding the Interaction Between High Stakes Graduation Tests and English Learners” on the Teacher College Record web program The Voice. The Voice are videos featuring interviews about new educational research from the Teachers College Record. Search all episodes of The Voice at http://thevoice.pressible.org/. Vasquez Heilig, J. (2011). Understanding the interaction…
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When you think of school choice, what comes to mind? Vouchers? Charters? Intra- and Inter- district choice? Magnet schools? Today I received a forwarded email request from a senator that was gathering information in response to pressure for “school choice” bills at the Texas Legislature. I have been pondering “school choice,” and why it is…
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The premise that vouchers create a competitive market place for students and parents is questionable once the assumption of who can actually compete in or benefit from that market place is considered. Unrestricted, universal school choice, has in practice increased the segregation of diverse learners (e.g. ability, SES, and Race/Ethnicity) (NEA, 2012). Why is this…
Cloaking Inequity 
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