When parents acquire the tools and training to engage meaningfully in decision making, they become champions of educational justice and have the power to transform education.
As schools and districts face new, higher national expectations for college readiness, they must develop better ways of identifying students who are struggling and connect them to supports.
Rather than view educating English language learners as a problem, the innovative practitioners, scholars, and policy analysts writing in this issue of VUE urge us to embrace and value ELLs as bicultural, bilingual leaders of the future.
The growing numbers of English language learners across the country provide an opportunity for state policymakers and education leaders to invest in and reap the benefits of a well-educated, culturally competent workforce.
College readiness calls for tapping the resources of the whole community – higher education, community organizations, businesses, funders, and civic organizations – to support and align learning inside and outside of schools.
A nonprofit in San Francisco partners with area high schools to serve immigrant and refugee students, including a growing number of undocumented, unaccompanied minors, who face not only learning English but also trauma and a host of other issues.
An out-of-school program for fourth-grade English learners in Austin, Texas – jointly developed by the school district, the City of Austin and a local community group – has co-constructed a curriculum that incorporates the Aztec dance or ceremony Danza Mexica as a core component.
An innovative program in California’s Oakland School District focuses on changing the narrative about young African American males in order to radically change the outcome of their lives.
An education organizer in New York City argues that the lived experiences of students must be placed at the center of strategies aimed at ending systems of inequitable discipline policies.
A community-based organization frames its collaboration with multiple stakeholders around changing from a “culture of discipline” to a “culture of dignity” within the Los Angeles district.