ERIC Number: EJ1396977
Record Type: Journal
Publication Date: 2023
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-8431
EISSN: EISSN-1532-771X
Overcoming the Wall: Educational Achievement and Growth in School Districts on the U.S.-Mexico Border
Garcia, Emmber M.; Carris, Peggy Sue; Goldsmith, Pat Rubio
Journal of Latinos and Education, v22 n4 p1676-1692 2023
This paper compares the educational achievement and growth of Latinx third through eighth-grade students attending school along the U.S.-Mexico Border and in the interior of the four Border states. The theories of structural and legal violence predict that powerful Anglos have created systems of social reproduction, concentrated disadvantage, and immigration law that reduce Latinx education close to the U.S.-Mexico Border. We test these theories with data from the Stanford Education Data Archive (SEDA), which contains information on Latinx achievement and growth in all public school districts in the four Border states. We find that Latinx achievement and growth are similar along the Border and in the interior except in Texas, where concentrated disadvantage dramatically lowers Latinx achievement and growth. We also find that social reproduction is more beneficial for Latinx youth along the Border because, surprisingly, Latinx adults tend to be more educated near the border than in the interior. We find no evidence that immigration laws reduce education more near the Border than in the interior. We discuss the implications of our findings for theory and policy.
Descriptors: Elementary School Students, Academic Achievement, School Districts, Foreign Countries, Political Divisions (Geographic), Geographic Location, Student Development, Latin Americans, Mexicans, Educational Attainment, Immigration, Immigrants, Legislation
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico; United States; Texas
Grant or Contract Numbers: N/A