This case study examines six English Language Arts (ELA) preservice teachers (PSTs) and the ways they recognize injustice and inequity in education, plan for addressing such issues, and engage as teacher-activists toward impacting the issues they recognize. This research was guided by the following two questions: In what ways do ELA PSTs use their…

This pilot study investigates content-area preservice teacher perceptions of literacy practices as humanizing pedagogy. Findings from open-ended survey questions and a focal interview suggest preservice teachers see the connection between literacy learning and the teaching of their content area. They also have a budding understanding of how…

Purpose: This paper aims to examine the reading of a book-length fiction or non-fiction text in one disciplinary literacy (DL) teacher education course. This paper considers how the assignment may help pre- and in-service teachers understand literacy as multifaceted and connected within and beyond their content areas (Moje, 2015). The research…

This critical case study (Grosvenor & Pataki, 2017; Merriam, 2009) examines how taking up diversity and plurality within in situ literacy and language arts courses in a Bachelor of Education program created a critical discursive space within mainstream teacher education. Data in this research included interviews with teacher candidates and…

In the age of accountability, school counselors are responsible for ensuring that their services are effective for all students by providing evidence of the impact of comprehensive school counseling programs (CSCPs) on student academic outcomes. Numerous studies provide empirical evidence of the impact of RAMP on student outcomes; however, none…

Demographic differences between teachers and students and the need for pedagogical approaches that address issues of equity, power, and justice have bolstered arguments for community-engaged teaching in U.S. schools. Recent literature indicates that community-based experiences during teacher education may introduce teacher candidates (TCs) to more…

Background/Context: The Core Practice movement continues to gain momentum in teacher education research. Yet critics highlight that equitable teaching cannot be reduced to a set of "core" practices, arguing that such a reduction risks representing teaching as technical work that will be neither culturally responsive nor sustaining.…

This paper explores how two teacher candidates in an equity-focused preparation program negotiated among multiple perspectives about teaching the English Language Arts in linguistically and culturally diverse teaching contexts. We present cases of two preservice teachers (PTs) who experienced tensions in their development as a result of…

Background: Classroom discourse featuring meaning making supports students achieving discipline-specific learning. However, moving beyond recitation requires developing beliefs, skills, structures, and practices. Any theorizing we do about developing discussion practice must attend to realities of culturally and linguistically diverse classrooms.…

The public school system in U.S. has changed dramatically over the past few decades. Institutionally, neo-liberal reform has created a new educational apparatus known as charter schools. As they admit students without school boundaries, these schools promise to offer great opportunities for disadvantaged students. The enrollment in charter schools…

We draw on novel district-level test score data to describe novel approaches for measuring ethnoracial achievement gaps and assessing trends toward achievement equity from 2009 to 2016. Using SEDA data, we estimate gap trends for each grade over time in each district. We measure trends in both within-district gaps--comparing Black or Hispanic to…

New York State's system of public elementary and secondary schools is in steep decline, but it is salvageable. The roots of its problems pre-date the onset of the COVID-19 pandemic in early 2020, but the system's response to that challenge accelerated discontent with the schools and harmed students. The damage of those years will not be undone if…

This brief presents an opportunity to gauge how well students with disabilities (SWDs) are doing across the states with respect to selected aspects of readiness for postsecondary success, with an emphasis on the gaps in performance between SWDs and all students, in each state. Achieve has long worked to promote the importance of college and career…

Through Engrossed Second Substitute House Bill 1599 (E2SHB 1599) the Legislature tasked the State Board of Education (SBE) with providing an analysis of the equity and adequacy of the new graduation pathway options through stakeholder outreach and engagement. SBE has solicited and received feedback on the graduation pathway options. In the…

West Virginia uses multiple state assessments to measure student achievement and inform program decision-making. The Individuals with Disabilities Education Improvement Act of 2004 requires participation of students with disabilities in statewide assessments to be consistent with the Elementary and Secondary Education Act of 2001 and current with…