Grounded in QuantCrit, this study expands upon "opportunity gap" research and the conceptualization of the "Long-Term English Learner" (LTEL) label as a reflection of inadequate learning environments rather than student characteristics by using district-level data to explore the relationship between systemic contextual factors…

Unjust racial disparities persist in the United States criminal justice system fueled by a school to prison pipeline which, through criminalizing processes, disproportionately and unjustly targets boys of color in our schools. This criminalization and the ways in which boys of color resist, remains largely under-researched on the elementary school…

Research is needed to understand the impact of high-stakes testing on teachers' practices and consequently on their students, particularly at schools that serve large numbers of low-income students and students of color. In this research study, we examined how a state's annual high-stakes test and administrative mandates influenced the assessment…

Through educational connoisseurship and criticism, this study explores how labels based on standardized student growth affect a rural school in Colorado. While the educators express intentions to help their students to demonstrate academic growth and achievement, they also have concerns that focusing on growth might compromise the well being of…

The focus on the achievement gap has overshadowed ways in which school systems constrain student achievement through trends of racial disproportionality in areas such as school discipline, special education assignment, and juvenile justice. Using Critical Race Theory, we reframe these racial disparities as issues of institutionalized racism.…