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Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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Breaking Down Barriers: A Culturally Responsive Career Development Intervention with Racially Minoritized Girls of Color
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In: Journal of College Access (2022)
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Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts
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Two for the Price of One! A Study of Persistence of Adult Education Students pursuing a High School Equivalency Credentiial and a Study of the Researcher's Experience Conducting that Study.
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In: Dissertations (2021)
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Literacy Uses and Practices of Schoolchildren Living in a Contemporary Malaysian Context
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In: Australian Journal of Teacher Education (2021)
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The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
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In: Australian Journal of Teacher Education (2021)
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Hmong American Charter Schools: An Exploratory and Descriptive Study
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In: Journal of Southeast Asian American Education and Advancement (2021)
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Disconnected youth: the journey to educational re-engagement: the alternative education experiences of Black, Indigenous, People of Color (BIPOC) youth
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In: Theses and Dissertations (2021)
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Ontario High School Science Word List (OHSWL)
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In: Electronic Thesis and Dissertation Repository (2021)
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"The Lady from North Carolina": The Perils and Limitations of External Expertise
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
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School Connectedness Though Eyes of Hispanic/Latinx Students and Their Teachers
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In: Doctoral Dissertations (2021)
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Bicultural Identity and Academic Achievement: The Second-Generation Immigrant Student Experience
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In: Theses and Dissertations (Comprehensive) (2021)
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14 |
A Systematic Review of Reading Interventions for English Language Learners
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In: Masters Theses & Specialist Projects (2021)
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Student at Middlebury's 8-week Russian Immersion Program
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In: Internship Reflection Papers (2020)
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Mixed Messages: School Choice and Spanish Dual Language Programs in the New York City Department of Education
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Abstract:
Dual Language programs are an increasingly popular component of bilingual education in the New York City Department of Education (NYCDOE). Chancellor Carranza announced the opening of 47 programs in the 2019-20 school year. They differ from traditional bilingual programs in that they target English-dominant students as well as English language learners or “emergent bilinguals” (García, Kleifgen, & Falchi, 2008). While they are often heralded as a tool for integration, many have been unable to maintain the requisite 50/50 ratio of English and second language-dominant students, resulting in programs that are largely populated by English-dominant students. This qualitative study included 43 interviews with parents and administrators from three NYCDOE schools with Spanish Dual Language programs as well as outside integration advocates. I used the school choice, segregation, and bilingual education policy literature to frame my exploration of how Latinx families make choices within a highly segregated and competitive public school context like New York City and the role Dual Language programs play in their decision making. Findings suggested that low-income and recently arrived Latinx families have a very different experience with Kindergarten school choice than their higher-income counterparts. Assimilation and educational goals are important factors to consider in the school choice process. Lower-income Latinx families do not have access to the same quality of information about schools or the process and are more likely to rely on their family for information. Thus, they are more likely to have smaller “choice sets” and apply mainly to their zoned schools and those that are close to them. They are also less likely to know about Dual Language programs and/or receive misinformation about their benefits. The program has great potential to integrate gentrifying neighborhoods and contribute to positive identity formation, maintenance of language spoken at home, and appreciation of cultural practices for Latinx families. However, it encounters a number of challenges with outreach, admissions policies, family engagement, testing and accountability, and middle school options, which serve to further marginalize lower-income Latinx families. This study has important implications for school choice and bilingual education policy in the NYCDOE.
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Keyword:
Bilingual; Education; Education and state; Hispanic American children--Education; School choice; School management and organization
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URL: https://doi.org/10.7916/d8-hvvn-d596
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17 |
Culturally Collaborative Teaching: A Path Toward Black Student Learning
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In: All Antioch University Dissertations & Theses (2020)
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Truly, Madly, Deeply: Adverbs and ELLs
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In: Faculty Publications (2020)
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19 |
Insights into the Lived Experiences of English Language Learners
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In: Dissertations (2020)
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Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement
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In: The Advocate (2020)
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