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Saturday, November 19 • 11:00am - 12:10pm
Social Justice Leadership for English Learners

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Participants:

Standardizing the Exiting Process for English Learners Under the Every Student Succeeds Act. Matthew Weyer, Kristina Astrid Hesbol (University of Denver)

The Every Student Succeeds Act (ESSA) creates enhanced autonomy for states to reshape their educational systems by standardizing the exiting process for English Learners (ELs). Current educational achievement of ELs lags significantly behind non-ELs. The ESSA offers an opportunity for teacher leaders, school principals and district leadership to identify and utilize best practices for exiting ELs to ensure their success in mainstream English classrooms. The presented research explores improving the exiting process for ELs.

Opting Out: To What Extent Are Parents of English Learners Waiving Language Development Services? Madeline Mavrogordato, Michigan State University; Julie Harris, CNA; Nancy Duchesneau, Michigan State University

One of the primary ways policymakers have tried to expand educational opportunity for English learners (ELs) is by funding high-quality language development programs. However, some parents of EL students opt out of these services. This study uses data from Houston ISD to investigate the extent to which parents of EL students are waiving language development services and whether ELs with certain characteristics are more likely to opt out.

“So Close, Yet So Far”: Social Justice Leaders on Both Sides of the Texas–Mexico Border. James Coviello, University of Texas at El Paso

The purpose of this paper is to compare and critically analyze the experience of two school leaders on different sides of the U.S.–Mexico border (El Paso, Texas and Ciudad Juarez, Chihuahua) and how they choose to prioritize their leadership efforts to create more socially just schools.

Wiping Away the “Veneer of Democracy” to Expose the School-Level Effects of Arizona’s Language Policy. Lisa Fetman, University of Arizona

Arizona’s restrictive language policy sustains as a result of the veneer of democracy
(a political strategy that projects equitable discourses while shielding inequitable ideologies). This paper compares an ethnographic study of a linguistically diverse high school with an analysis of the policy’s text, thus exposing how the policy’s veneer of democracy projects discourses that con ict with the micro-level realities of schools. This conflict implies a need to reexamine policy creation, implementation, enactment, and research.



Saturday November 19, 2016 11:00am - 12:10pm
Detroit Marriott at the Renaissance Center: Floor 4 - Cartier

Attendees (13)