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Download full textUzzell, Elizabeth M.; Ayscue, Jennifer B. – Education Policy Analysis Archives, 2021
Despite increasingly diverse public school enrollment, students across the U.S. are still segregated by race and poverty, and English learners (ELs) often experience triple segregation by race, poverty, and language. Two-way immersion (TWI) programs may create racially integrated learning environments, by offering a dual language model that…
Descriptors: Immersion Programs, Rural Schools, Elementary Schools, School Desegregation
Direct linkSalas, Spencer; Acosta, Jatnna; La Serna, Jillian – Journal of Curriculum and Pedagogy, 2022
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…
Descriptors: Grade 3, Elementary School Teachers, Immersion Programs, Bilingual Education
Stevenson, Olivia – Grantee Submission, 2021
EMPOWER was an Investing in Innovation (i3) development grant awarded to Cabarrus County Schools by the Office of Innovation and Improvement, U.S. Department of Education. EMPOWER provided social-emotional, academic, and non-cognitive supports in magnet school settings to students from low-income families. Family engagement and teacher…
Descriptors: Magnet Schools, Low Income Students, Literacy, Mathematics Achievement
