Mapping Educational Equity and Reform Policy in the Borderlands: LatCrit Spatial Analysis and Grade Retention

• In Event: Roundtable Session 7
  In Roundtable Session: Considering the Impact of School Segregation and Student Mobility on Educational Opportunity and Student Achievement

Abstract

The purpose of our study is to investigate reform policy, specifically 3rd Grade Reading Retention under a highly diverse or rather highly segregated setting, where students not performing proficiently in 3rd Grade Reading Standardized Scores will be retained in the 3rd grade. The setting of the study is in a U.S. Southwest Borderland county, where a quarter of the population is under the age of 18, two-thirds of the population is Latino; and half of the population speaks another language other than English at home. Implications include policy considerations for policy-makers for non-deficit systemic perspectives to improving educational equity. This study provides further considerations for key systemic changes to improving academic measures like Reading scores.

Authors

• Cristobal Rodriguez, Howard University

• Adam Garcia Amador, New Mexico State University

• B. Abigail Meyer, Texas A&M University