Urban Education

In this study, we explored students’ experiences while enrolled in a culturally sustaining literacy pilot program, which incorporated multicultural audiobooks. We examined components of this program and how it engaged and improved literacy practices and strategies. Twenty-four adult males in a correctional institution participated. We utilized constant comparison to analyze the data, which included a reflexive journal, observations, lesson plans, writing samples, reading responses, a survey, and a focus group interview. We identified three major themes: “This is me,” “Y’all are students”, and “Gracias, Thank you.” Students demonstrated increased confidence in discussions and their literacy skills and strategies.

We explore how a professional development program enabled educators to stretch their ideas related to (a) equitable participation in elementary mathematics classrooms, and (b) their district's policy aimed at promoting equitable participation. Our analysis revealed that participants’ views shifted as they engaged with others’ sense-making, grounded in their observation of mathematics instruction as it unfolded in real time, about equity and the distribution of opportunities to learn. Our findings highlight how collective inquiry into tensions between policy, theory, and the mechanisms of teaching and learning can create fissures- opportunities to shift educators’ views on and understandings of equity.

Urban K-12 school systems are struggling with school closures due to widespread enrollment decline, which can spiral into further population loss and overall decline in affected neighborhoods. Analyzing enrollment and population data from Los Angeles Unified School District and Los Angeles County, we argue that the loose coupling of school districts to cities has made it difficult to address the challenges that arise as student enrollment declines. We call on local and state governance to re-couple urban public schools with cities in order to mitigate future economic and social hardships for historically marginalized urban populations.

Applying to college is a complex process requiring significant economic and cultural resources. Students from more affluent backgrounds often have the advantage of family support, while low-income students face challenges due to limited access to navigational knowledge, especially in urban schools where counselors are overwhelmed. This qualitative study highlights how near-peer advisors, working alongside school counselors, provide emotional support and trusted guidance in ways that support a wider range of students to engage with and complete the college application process. Based on observations and interviews, we explore how near-peers leverage their unique position to connect marginalized students with college advising resources in high-need urban schools.

This article explores the critical role of school–community partnerships in addressing holistic student needs and enhancing instructional efficacy. While prior research has delved into school-level factors, this study focuses on the organizational dynamics within local education agencies. We collaborate with a large district that implemented a comprehensive framework to support partnerships by aligning goals, measuring progress, and fostering effective communication. Through surveys and focus groups with partners, we find early promise in implementation of elements of the framework. However, opportunities for deeper collaboration emerge, emphasizing the untapped potential of leveraging partner expertise and community resources in problem-solving and multi-way communication.