Category: Latina/os

• “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…

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

  1–2 minutes

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  July 30, 2012

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  High-Stakes Testing, Latina/os, School Finance

  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…

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

  1–2 minutes

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  July 29, 2012

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  English Language Learners, Higher Education Access, Latina/os

  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…

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

  1–2 minutes

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  July 29, 2012

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  Higher Education Access, Latina/os

  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…

• 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…