References
- Alfaro, C. (2011). Developing ideological clarity: A case study of teaching with courage, ethics, and solidarity. In A. Ochoa & K. Cadeiro-Kaplan (Eds.), The living work of teachers: Ideology and practice (pp. 41–68). Sacramento, CA: California Association for Bilingual Education.
- Archer, M. S. (2013). Collective reflexivity: A relational case for it. In C. Powell & F. Dépelteau (Eds.), Conceptualizing relational sociology (pp. 145–161). New York, NY: Palgrave Macmillan. doi:10.1057/9781137342652_9
- Armas, E., Lavadenz, M., & Olsen, L. (2015). Falling short on the promise to English Learners: A report on year one LCAPs. Long Beach, CA and Los Angeles, CA: Californians Together and The Center for Equity for English Learners and Loyola Marymount University. Retrieved from http://www.ciclt.net/ul/calto/AReportonYearOneLCAPs_2015-04-22.pdf
- Artiles, A., Harry, B., Reschy, D. J., & Chinn, P. C. (2002). Overrepresentation of color in special education. Multicultural Perspectives, 4, 3–10. doi:10.1207/S15327892MCP0401_2
- Banks, C. A. M., & Banks, J. A. (1995). Equity pedagogy: An essential component of multicultural education. Theory into Practice, 34(3), 152–158. doi:10.1080/00405849509543674
- California Department of Education. (2017a). California public schools profile [Data file]. Retrieved from http://www.ed-data.org/state/CA
- California Department of Education. (2017b). California school dashboard debuts, provides multiple measures of school progress and performance [Press release]. Retrieved from https://www.cde.ca.gov/nr/ne/yr17/yr17rel20.asp
- California Department of Education. (2017c). California school dashboard release: Academic Indicator and chronic absenteeism indicator. [Powerpoint slides]. Retrieved from https://www.cde.ca.gov/ta/ac/cm/documents/academicchronicindicator.pdf
- California Department of Education. (2018a). Equity. Retrieved from https://www.cde.ca.gov/qs/ea/index.asp
- California Department of Education. (2018b). Facts about English Learners in California. Retrieved from https://www.cde.ca.gov/ds/sd/cb/cefelfacts.asp
- California Department of Education. ( in pressa). English learner roadmap. Retrieved from https://www.cde.ca.gov/sp/el/rm/
- California Department of Education. ( in pressb). Local control funding formula. Retrieved from https://www.cde.ca.gov/fg/aa/lc/
- Californians Together, Center for Equity for English Learners, California Association for Bilingual Education, California Rural Legal Assistance. (2015). English learner research aligned LCAP rubrics - does your local control accountability (LCAP) plan deliver on the promise of increased or improved services for English Learners? Long Beach: Californians Together. Retrieved from https://www.californianstogether.org/product/does-your-local-control-accountability-plan-lcap-deliver-on-the-promise-of-increased-or-improved-services-to-english-learners-10-research-aligned-rubrics-to-help-answer-the-question-and-guide-you/
- Charmaz, K., Thomberg, R., & Keane, E. (2018). Evolving grounded theory and social justice inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (5th ed., pp. 411–443). Los Angeles, CA: SAGE.
- The Civil Rights Project. (2014). Seizing the opportunity to narrow the achievement gap for English Learners: Research-based recommendations for the use of LCFF funds. Los Angeles, CA: University of California. Retrieved from www.civilrightsproject.ucla.edu
- Delpit, L., & Dowdy, J. K. (Eds.). (2010). The skin we speak: Thoughts on language and culture in the classroom. New York, NY: New Press.
- Diem, S. (2012). The relationship between policy design, context, and implementation in integration plans. Education Policy Analysis Archives, 20(23), 1–37. doi:10.14507/epaa.v20n23.2012
- Dumas, M. J., & Anyon, J. (2006). Toward a critical approach to education policy implementation: Implications for the (battle)field. In M. Honig (Ed.), New directions in education policy implementation: Confronting complexity (pp. 149–168). Albany: State University of New York Press.
- Edelman, M. (1971). Politics as symbolic action: Mass arousal and quiescence. Chicago, IL: Markham Publishing Company.
- Freire, P., Macedo, D., Oliveira, K., (2005). Teachers as cultural workers: Letters to those who dare to teach. Boulder, CO: Westview Press.
- Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12(4), 436–445. doi:10.2307/798843
- González, N., Moll, L. C., Tenery, M. F., Rivera, A., Rendon, P., Gonzales, R., & Amanti, C. (1995). Funds of knowledge for teaching in Latino households. Urban Education, 29(4), 443–470. doi:10.1177/0042085995029004005
- Griffin, K. A., & Reddick, R. J. (2011). Surveillance and sacrifice: Gender differences in the mentoring patterns of Black professors at predominantly White research universities. American Educational Research Journal, 48(5), 1032–1057. doi:10.3102/0002831211405025
- Haberman, M. (1995). The dimensions of excellence in programs preparing teachers for urban poverty schools. Peabody Journal of Education, 70(2), 24–43. doi:10.1080/01619569509538821
- Honig, M. I. (2006). New directions in education policy implementation. Albany: State University of New York Press.
- Howard, G. (2016). We can’t teach what we don’t know: White teachers, multiracial schools (3rd ed.). New York, NY: Teachers College Press.
- Huerta, T. (2011). Humanizing pedagogy: Beliefs and practices on the teaching of Latino children. Bilingual Research Journal, 34, 38–57. doi:10.1080/15235882.2011.568826
- Humphrey, D., Koppich, J. E., Lavadenz, M., Marsh, J. A., O’Day, J., Plank, D. N., … Hall, M. (2017). Paving the way to equity and coherence? The local control funding formula in year 3. Stanford: Policy Analysis for California Education. Retrieved from http://edpolicyinca.org/publications/paving-way-equity-and-coherence-local-control-funding-formula-year-3?page=2
- Hutchinson, S. (2001). Education and grounded theory. In R. Sherman & R. B. Webb (Eds.), Qualitative research in education: Focus and methods (pp. 123–141). London, UK: Routledge Falmer.
- Jiménez-Castellanos, O., & Topper, A. (2012). The cost of providing an adequate education to English language learners: A review of the literature. Review of Educational Research, 82(2), 179–232. doi:10.3102/0034654312449872
- Ladson-Billings, G. (2006). It’s not the culture of poverty, it’s the poverty of culture: The problem with teacher education. Anthropology & Education Quarterly, 37(2), 104–109. doi:10.1525/aeq.2006.37.2.104
- Lavadenz, M., Armas, E., & Hodge, S. J. (2018). Masking the focus on English Learners: The consequences of California’s accountability system’s dashboard on year 4 Local Control and Accountability Plans (LCAPs). Long Beach, CA and Los Angeles, CA: Californians Together and The Center for Equity for English Learners at Loyola Marymount University. Retrieved from https://www.californianstogether.org/new-report-masking-the-focus-on-english-learners-the-consequences-of-californias-accountability-systems-dashboard-on-year-4-local-control-and-accountability-plans-lcaps/
- Malen, B. (2006). Revisiting policy implementation as a political phenomenon. In M. Honig (Ed.), New directions in education policy implementation: Confronting complexity (pp. 83–104). Albany: State University of New York Press.
- Martinez, M. A., & Welton, A. (2014). Examining college opportunity structures for students of color at high “minority,” high-poverty secondary schools in Texas. Journal of School Leadership, 24(5), 800–841. doi:10.1177/105268461402400501
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
- National Center Education Statistics. (2018). English language learners in public schools. Retrieved from https://nces.ed.gov/programs/coe/indicator_cgf.asp
- Nieto, S. (2000). Placing equity front and center: Some thoughts on transforming teacher education for a new century. Journal of Teacher Education, 51(3), 180–187. doi:10.1177/0022487100051003004
- Olsen, L., Armas, E., & Lavadenz, M. (2016). A review of year 2 LCAPs: A weak response to English Learners. Long Beach, CA and Los Angeles, CA: Californians Together and The Center for Equity for English Learners and Loyola Marymount University. Retrieved from https://www.californianstogether.org/study-of-year-2-local-control-accountability-plans-lcaps-reveals-a-weak-response-to-the-needs-of-english-learners-save-and-exitexit-without-saving/
- Ovando, C. J. (2003). Bilingual education in the United States: Historical development and current issues. Bilingual Research Journal, 27(1), 1–24. doi:10.1080/15235882.2003.10162589
- Pettit, S. K. (2011). Teachers’ beliefs about English Language Learners in the mainstream classroom: A review of the literature. International Multilingual Research Journal, 5(2), 123–147. doi:10.1080/19313152.2011.594357
- Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. Retrieved from https://books.google.com/books?hl=en&id=mF_me7HYyHcC&oi=fnd&pg=PA91&dq=sean%2Breardon&ots=wsgb6Uz0tf&sig=j_gDDlzarJciVDwQPoTAWTe5sBM
- Spillane, J. P., Reiser, B. J., & Gomez, L. M. (2006). Policy implementation and cognition. In M. Honig (Ed.), New directions in education policy implementation: Confronting complexity (pp. 47–64). Albany: State University of New York Press.
- Strauss, V. (2013, January 24). California’s Gov. Brown blasts state, federal education policy. The Washington Post. Retrieved from https://www.washingtonpost.com/news/answer-sheet/wp/2013/01/24/californias-gov-brown-blasts-state-federal-education-policy/
- U.S. Department of Education. (2013). For each and every child- a strategy for education equity and excellence. Washington D.C: The Equity and Excellence Commission.
- Valdés, G., Kibler, A., & Walqui, A. (2014). Changes in the expertise of ESL professionals: Knowledge and action in an era of new standards. Alexandria, VA: TESOL International Association. Retrieved from http://www.tesol.org/docs/default-source/papers-and-briefs/professional-paper-26-march-2014.pdf
- Vasquez Heilig, J., Romero, L. S., & Hopkins, M. (2017). Coign of vantage and action: Considering California’s local accountability and school finance plans for English learners. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 25(15), 1–24. doi:10.14507/epaa.25.2818
- Welton, A. D., & Martinez, M. A. (2014). Coloring the college pathway: A more culturally responsive approach to college readiness and access for students of color in secondary schools. The Urban Review, 46(2), 197–223. doi:10.1007/s11256-013-0252-7
- Werts, A. B., & Brewer, C. A. (2015). Reframing the study of policy implementation: Lived experience as politics. Educational Policy, 29(1), 206–229. doi:10.1177/0895904814559247