In this article, we leverage in-depth interview to probe a Third Grade teacher's memories of the 2016-2017 School Year in a Spanish/English Dual Language Immersion (DL/I) school serving one of North Carolina's new Latinx communities. As our analysis will demonstrate, Mariana Castillo's interaction with the events of SY 16-17 combined with her…

This study investigated associations of three teacher-reported health indicators--hunger, tiredness, and sickness--with kindergarten readiness skills in San Francisco Unified School District (N = 12,423; female = 48%; M[subscript age] = 5.47, SD[subscript age] = 0.30, range[subscript age] = 4.67-7.00; Asian American = 26%, Black = 5%, Latinx =…

Given the increasing concern about the scarcity of Dual Language Bilingual Education (DLBE) teachers, it is crucial to understand the trends in teacher retention and attrition from the perspective of DLBE teachers themselves. DLBE teachers departing from their jobs imposes a significant burden on schools and students and affects the implementation…

Is under-representation of Black, Latinx, English learners (EL), and students from economically challenging communities in gifted programs due to inequality in early academic achievement or bias in the gifted identification process? Using three-level multilevel logistic models, we examine the degree to which the disparities in gifted…

This paper examines how two language educators of color developed critical multilingual language awareness (CMLA) in a combined youth participatory action research and teacher education program. Specifically, as a multilingual and diverse group of educators, we chose to use Latin@/o Critical Theory (LatCrit) as our methodology to align with the…