Delayed, Deferred, Denied: Ensuring Immigrants’ Access to the Dreams and Possibilities of a Public Education

Session Type: Symposium

Abstract

During the 2016-17 school year, presenters conducted an in-depth qualitative and quantitative study of a school district in the northeast United States. The study was a response to district policies regarding the delayed, denied, or deferred enrollment in degree-bearing programs for recent immigrant students. This session features three papers that investigate inequities in school registration, enrollment, and academic placement and how state policy can conflict with implementation. The study found that state policies regarding the equitable provision of education to all student conflicted with a district’s capacity to implement such policies with fidelity. The study concluded that immigrant students - many of whom are overage and undercredited - need accelerated programs to help them graduate from high school in less time.

Sub Unit

• Division G - Social Context of Education / Division G - Section 4: Social Contexts of Educational Policy and Politics

Chair

• Norm Fruchter, Brown University

Papers

• How Central Registration Office Policies Influence Delays, Deferrals, and Denials of New Enrollees - Evan M Johnston, New York University

• The Necessity of Accelerated Programs for Overage and Undercredited Students - Joy Sanzone, New York University

• Compensatory Education Programs for Youth Delayed, Deferred, or Denied Public School Enrollment - Pamela D'Andrea Martinez, New York University

Discussant

• David E. Kirkland, New York University