Overcoming the Wall: Educational Achievement and Growth in School Districts on the U.S.-Mexico Border

Autor/inn/en	Garcia, Emmber M.; Carris, Peggy Sue; Goldsmith, Pat Rubio
Titel	Overcoming the Wall: Educational Achievement and Growth in School Districts on the U.S.-Mexico Border
Quelle	In: Journal of Latinos and Education, 22 (2023) 4, S.1676-1692 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2022.2030289
Schlagwörter	Elementary School Students; Academic Achievement; School Districts; Foreign Countries; Political Divisions (Geographic); Geographic Location; Student Development; Latin Americans; Mexicans; Educational Attainment; Immigration; Immigrants; Legislation; Mexico; United States; Texas + Suchen Sie Ihr Suchwort? Schulleistung; School district; Schulbezirk; Ausland; Politische Gliederung; Latin America; People; Lateinamerika; Bevölkerung; Volk; Mexikaner; Bildungsabschluss; Bildungsgut; Immigrant; Immigrantin; Immigranten; Gesetzgebungslehre; Mexiko; USA
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01