Critical Analysis of the Invisibility of Immigrant-Origin Students in Public Data and Perpetuation of Inequities

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 4
  In Roundtable Session: Beyond the Numbers: Understanding Certification, Identity, and Inclusion in Educational Policy (Table 10)

Abstract

Driven by critical theories, this paper critiques the invisibility of immigrant-origin students in education data systems. Two distinct research studies that used NCES Common Core of Data, NCES High School Longitudinal Survey, and the Civil Rights Data Collection to examine educational opportunity for immigrant-origin students are used to demonstrate the invisibility of these students in the data and the ways this impacts analysis and findings. As a result of current public data systems, the interests and experiences of immigrant-origin students are omitted from data-informed decision-making and accountability systems, which reifies systems of inequity in public education.

Authors

• Elizabeth Davis, George Mason University

• Natalie Truong, George Mason University