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A Winn For Educational Pluralism, Nicole Stelle Garnett Jan 2011

A Winn For Educational Pluralism, Nicole Stelle Garnett

Journal Articles

This short essay takes as its starting point on the Supreme Court’s recent decision in Winn v. Arizona Christian Tuition Organization, which involved an Establishment Clause challenge to Arizona’s scholarship tax program — a school-choice device that provides tax credits from state income taxes for donations to organizations granting scholarship to private K-12 schools. In Winn, a divided court ruled that taxpayers lack standing to challenge this and other tax credit programs — thereby dramatically limiting the Flast v. Cohen exception to the no-taxpayer-standing rule. The essay makes the case that the Winn will promote authentic educational pluralism by clearing ...


Immigrant Education And The Promise Of Integrative Egalitarianism, Victor C. Romero Jan 2011

Immigrant Education And The Promise Of Integrative Egalitarianism, Victor C. Romero

Journal Articles

Although not an equal protection case, Martinez v. Regents of the University of California challenges us to grapple with the Supreme Court’s post-Brown commitment to equal opportunity within the context of immigrant higher education. Sadly, Brown’s progeny from Bakke to Parents Involved reveals the cost of embracing a color-blind constitutionalism unmoored from a fundamental commitment to vigilantly combat subordination and dismantle unearned privilege. More optimistically, the Supreme Court’s gay rights jurisprudence developed in Romer v. Evans and Lawrence v. Texas provides insights into how a conservative court can accurately distinguish irrational discrimination from democratic deliberation, a lesson ...


The "Asian" Category In Mcas Achievement Gap Tracking: Time For A Change, Philip Lee Jan 2011

The "Asian" Category In Mcas Achievement Gap Tracking: Time For A Change, Philip Lee

Journal Articles

Data gathered on Asian American students in public school by the Massachusetts Department of Education are aggregated into one general “Asian” category, which may skew the results, both perpetuating an enduring myth and masking any true gaps that may exist for certain Asian American subgroups. As explored in this article, achievement gap tracking for the Massachusetts Comprehensive Assessment System is an apt example.

In this article, I posit that this aggregation of many subgroups into one general “Asian” category perpetuates the myth of Asian Americans as a model minority, while downplaying any achievement gap that exists for certain Asian American ...