A medida que aumenta la migración global, millones de estudiantes, tanto en Estados Unidos como en México, inician su formación escolar en un país pero la continúan en el sistema escolar de otro. En este sentido, cada vez es más común que docentes de ambos países se encuentren con estudiantes transnacionales en sus aulas. Si bien en los Estados Unidos se brindan programas de inglés como segundo idioma, las escuelas mexicanas no ofrecen dichos programas de español; además, ninguno de los dos países ha preparado ni apoyado adecuadamente a sus maestros para abordar las necesidades de los estudiantes transnacionales. Ante esta realidad, los capítulos de este libro, escritos por pioneros mexicanos y estadounidenses, tienen el objetivo de preparar y apoyar a los educadores de ambos lados de la frontera para comprender las condiciones, fortalezas y necesidades de los estudiantes transnacionales, ya que los docentes saben poco sobre las circunstancias de la vida de los estudiantes transnacionales y no tienen mucho conocimiento sobre los sistemas escolares del país del que ellos o sus familias provienen. Con recomendaciones para líderes, legisladores, docentes, formadores de docentes e investigadores, Los estudiantes que compartimos describe políticas, prácticas docentes y normas de ambos sistemas, así como ejemplos de iniciativas binacionales para innovar la forma en que preparamos y apoyamos a los maestros que necesitamos para que nuestros estudiantes compartidos prosperen.

Education is the great engine of personal development. Education and economic well-being are inextricably linked for both groups and individuals. Latina/o youth are far less likely than Blacks, Whites, or Asians to graduate from high school, go on to college, and earn a degree. The undereducation of Latina/o youth begins early. By the time they enter kindergarten, Latina/os are already significantly behind their non-Hispanic peers in reading and math readiness. Gender is also a critically important factor in the educational progress of Latina/o students. Almost half of all Latina/o students attend one of the 230 Hispanic Serving Institutions (HSIs) in the United States. While HSIs actually have relatively high numbers of Latina/os in executive positions (more than one-third), representation of Latina/o executives and other administrators in mainstream institutions is as low as it is for faculty.

The 1990s, however, have seen a new agenda developing, one stimulated by the federal government, whose central themes are accountability and efficiency. Fueled by high levels of immigration and social and economic policies designed to benefit the most economically advantaged, the proportion of the nation's students who are poor, minority, and limited English proficient (LEP) has increased dramatically in recent years. The first wave of educational reform initiatives can be roughly divided into three large groups: student-oriented reforms, teacher-oriented reforms, and reforms in governance and administration. All of the reports already mentioned also touch on topics of teacher standards and rewards. A common theme is inadequate teacher preparation. The teacher preparation issue is attacked on two fronts by the bulk of the reports: pre-service training, and increased testing for teacher certification. The evidence is mounting in favor of these critics of the reform movement.

Objective/Research Question: The purpose of this study was to examine the extent to which programs offering community college baccalaureates (CCBs) address access and equity for underrepresented racial minorities (URMs). The study first aimed to understand how administrators described the purpose of CCBs with regard to advancing equity for URMs. Next, the study explored how CCB programs incorporate policies and practices advancing access and success of URM students. Method: The study employed a multiple-case study design by focusing on three states offering bachelor’s degrees at several community colleges. Interviews with administrators were conducted at two colleges offering CCB programs in each state. Colleges differed in demographic composition and in the number and type of CCB programs offered. Results: Administrators described how CCBs advanced socioeconomic mobility, which promoted equity, particularly for low-income students. Findings suggested that only some attention was placed on providing access to URMs, which was largely contingent on the representation of URMs in the surrounding community and feeder programs. Few outreach efforts and support services specifically targeted URMs. Conclusion/Contributions: Given that URMs are largely concentrated at community colleges and significant gaps exist between URMs and non-URMs in college completion, CCBs might serve as an educational policy to reduce those gaps. As CCBs are primarily framed as essential to meeting workforce needs, increased opportunities for URMs may be limited without intentional efforts to outreach and support URMs.

The articles on the gentrification of two-way dual language (TWDL) programs included in this special issue call important attention to the many ways that good educational policies can be subverted, either through direct actions or by the failure to remain vigilant of the social justice intentions of the policies.Two-way bilingual programs (in which half the students speak English and the other half speak another language at home) hold the promise of a "win-win" situation in which both groups come to know and support each other in becoming fluent bilinguals.In strong programs there are also opportunities for parents to share their assets and their funds of knowledge (Moll et al., 1992) for the benefit of all the students.However, the authors of these articles point to a number of ways in which these programs can become instances of "win-lose."They report cases where middle-income English speaking parents in gentrifying communities crowd out the children of immigrants, providing a nice "extra" for their children, while depriving the English learners (ELs) 1 of programs and teachers that can best support them educationally and socio-emotionally.Immigrant parents, as described by Chaparro in this issue, can also lose their voice, having to compete with white 2 parents who, consciously or unconsciously, exert their race and class privilege over the program.This can be

This article describes the significant and increasing challenges faced by children of Mexican immigrants on both sides of the border. US schools that serve these students overwhelmingly in low-resource, segregated settings are under attack by ICE, disrupting their education. Meanwhile, more than half a million US born, as well as many Mexican born but US educated (generation 1.5) students, are attempting to integrate into Mexican schools that lack training in teaching and supporting them. In the face of data that show a plummeting birth rate in the US and a high demand for bilingual, multi-cultural workers in both Mexico and the U.S, the enormous asset represented by the students we share is being squandered.

This commentary outlines the promises and pitfalls of dual-language programs in confronting EL segregation.

In response to growing concerns about the impact of harsh immigration enforcement policy since the 2016 presidential campaign, we examined its overall impact on the nation's schools, using survey data completed by over 3,600 educators across the country. Our study results show that immigration enforcement is affecting all students-both those from immigrant homes and those that are not. In particular, Title I schools are the most affected by immigration enforcement. Our results also show that the higher the percentage of White students, the more educators reported immigrant students being exposed to a hostile, anti-immigrant environment. We conclude that the current policy of immigration enforcement significantly dismantles an equitable education for all students and creates a critical threat to their futures.

ABSTRACT Unlike previous school finance policies, California’s new Local Control Funding Formula (LCFF) has the potential to more equitably distribute funding to public schools. Having only recently been implemented, the impact of this policy is still under examination. However, emerging research points to the shortcomings of the policy, including the lack of explicit focus on English learners (EL). Many of the limitations of the LCFF can be attributed to the lack of spending accountability and specific measurable outcomes in the Local Control Accountability Plan (LCAP). This article discusses remedies and recommendations for increased attention and accountability for EL students in future implementations of the LCFF and LCAP.

Unlike previous school finance policies, California’s new Local Control Funding Formula (LCFF) has the potential to more equitably distribute funding to public schools. Having only recently been implemented, the impact of this policy is still under examination. However, emerging research points to the shortcomings of the policy, including the lack of explicit focus on English learners (EL). Many of the limitations of the LCFF can be attributed to the lack of spending accountability and specific measurable outcomes in the Local Control Accountability Plan (LCAP). This article discusses remedies and recommendations for increased attention and accountability for EL students in future implementations of the LCFF and LCAP.

Given that bilingual education has been under assault for most of its modern existence in the United States, many bilingual educators have acquiesced to transitional bilingual education: the use of the primary language only until English is firmly established. While this placated some critics, the research now demonstrates that this is not in the best interest of the students. Although past research has found no real economic benefit for bilinguals in the U.S. labor market, the new research reviewed here comes to the opposite conclusion: Full literacy in another language brings substantial economic benefit. Moreover, the failure to nurture these linguistic skills in the children of immigrants exacts a cost to the earnings of these potentially bilingual/biliterate students.