The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Culturally Sustaining Schools." Contents include: (1) Texas HB 3979 Will Hurt…

The complicated history of the education of Native American children through U.S. government-sponsored practices has led to the elimination of the Native children's sense of Indian identity, culture, and language (Noel, 2002). In addition, increased emphasis on standardization and high-stakes accountability under the No Child Left Behind Act of…

This issue of the Bank Street "Occasional Paper Series" is authored by an allgirl/womxn cast who brilliantly offers insights into possible futures, considering opportunities to rethink education and abolish the patterns of harm too-often enacted in and by schooling as it currently exists. This special issue begins with four articles…

The U.S. teacher population is predominantly White, yet research has not yet determined how teacher race might matter to the identification of students with disabilities. This study examines the role of teacher racial composition in special education service receipt. Findings show that schools' proportion of teachers of color, net of all other…

This article explores the power of Indigenous teacher mentorship as essential to address "the change in point of view" long called for in Indigenous education. Drawing from a longitudinal, ethnographic study of an Indigenous teacher education program in a predominantly rural, high need region, we examine the basic questions: What do…

The Title I, Part A program (Title I) is legislation included in the Every Student Succeeds Act of 2015 (ESSA), the latest reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA). Title I, Part A was designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and…

This article critically examines bilingual, intercultural education policies and practices in El Salvador and Mexico. In the context of legacies of assimilation and neoliberal homogenization, certain kinds of citizenship become prioritized over others. This is visible where performances of local identity clash with state mandates about educational…

This brief examines the continued underrepresentation of African Americans, Latinos, Native Americans, and women of all racial and ethnic backgrounds in Science, Technology, Engineering, and Mathematics (STEM) fields; explains the benefits of collaboration around broadening participation; and offers guidance on building partnerships as a strategy…

Two university-based educators conducted a year-long self-study regarding their work within a rural Native American School district, focusing on Indigenous teacher recruitment, preparation, and classroom-based professional development. The authors describe the nature of their work, the context in which the work was conducted, and the ways in which…

Purpose: The purpose of this article is to assess the state of affairs of intercultural bilingual education (IBE) policies in Argentina. IBE encompasses educational proposals designed to address the specific needs of ethnolinguistic minorities. Design/methodology/approach: The article is divided into three parts and methodologically analyzes…

In this article we assess the literature on cultural explanations for ethno-racial differences in K-12 schooling and academic performance. Some cultural arguments problematically define certain ethno-racial identities and cultures as subtractive from the goal of academic mobility while defining the ethnic cultures and identities of others as…

New Mexico's unique demographics and rich intellectual assets, including two of the three largest national engineering and science research laboratories in the country (Sandia and Los Alamos), provide an excellent national setting for educational transformation. With approximately 320,000 K-12 students, New Mexico's demographics are distinctive:…

This document is a collection of racial/ethnic data on the school population of New York State for 1984-1985. Such data have been collected annually since 1966 and are part of the State Department of Education's Basic Educational Data System. Table 1 gives racial/ethnic student distribution in the State's five major school districts (Buffalo, New…

This volume contains tables summarizing the data collected on the Elementary Secondary Staff Information Report form for 1979 which concerns the distribution of women and minorities in the public schools. Data are presented by size of school districts and by State. All school districts in the central city of a Standard Metropolitan Statistical…

This statistical report is distilled from data reported over four school years in the National Association of Independent Schools (NAIS) spring statistics. It provides a demographic summary of minorities in NAIS member schools, examining recent trends in minority enrollment and exploring the most recent data on the relative proportion of financial…