We present analyses from focus group interviews with a geographically diverse set of experienced, urban teachers who point to "systemic inequity" as a major contributing factor to the problems they face in their schools and communities. To begin, we overview the literature relating to our development of this project, after which we…

This study investigates the policy sensemaking of urban educators on the "Read by Grade Three" (RBG3) Law and their sensemaking impacts on English Learners' (ELs') learning experiences. Applying a critical cultural policy sensemaking framework, I conducted an urban district case study to highlight educators' perceptions and behaviors in…