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Abstract

The ESSA reaffirmed our nation's commitment to equal educational opportunity for all Americans. Despite our nation's commitment, we continue to witness glaring gaps in educational achievement for marginalized populations. Thus, this yearbook places particular attention on a historical as well as contemporary overview of policy changes, and implications of the ESSA on multicultural education. Senior and junior scholars from specific disciplines were solicited to provide their expertise and perspective on the implications of the ESSA on multicultural education. This yearbook contains eight articles, each uniquely connected to the theme of this yearbook. A summary of each article is presented, detailing specifically how each article's topic contributes to the theme of this yearbook.

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References

Boser

, Wilhelm

, & Hanna

(2014). The power of the Pygmalion effect: Teachers’ expectations strongly predict college completion. Washington, DC: Center for American Progress.

Cook-Harvey

C. M.

, Darling-Hammond

, Lam

, Mercer

, & Roc

(2016). Equity and ESSA: Leveraging educational opportunity through the Every Student Succeeds Act. Palo Alto, CA: Learning Policy Institute.

Delgado

, & Stefancic

(2012). Critical race theory (2nd ed.). New York: New York University Press.

Dennis

D. V.

(2016). Learning from the past: What ESSA has the chance to get right. The Reading Teacher, 70(4), 395–400).

Fránquiz

M. E.

, & Ortiz

A. A.

(2016). Co-editors’ introduction: Every Student Succeeds Act—A policy shift. Bilingual Research Journal, 39(1), 1–3).

National Center for Educational Statistics. (2017). Racial/ethnic enrollment in public schools. Retrieved from https://nces.ed.gov/programs/coe/indicator_cge.asp

Nichols

S. L.

, & Castro-Villarreal

(2016). Introduction and overview of the yearbook. TCR Yearbook, 118(4), 1–8).

Overview of the Every Student Succeeds Act and Introduction to the Yearbook

Abstract

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References