#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College


List of Papers (Total 23)

Ten Years: Policy in 3-D

Ten years ago, I enrolled in Swarthmore’s Education Policy seminar, then taught by Eva Travers. I was a year away from completing a Special Major in Educational Studies and Psychology, and deeply invested in looking at how school contexts worked—and didn’t work—for students, especially low-income students of color.

Not what, but who: Controlled choice in gifted education programs in the United States

Gifted education’s most pressing problem, according to its critics, is a lack of racial, cultural, and socioeconomic diversity. This lack of diversity can be attributed to the fractured nature of gifted education’s historical development, and the also fractured development of its very independent and numerous stakeholders. By the 20th century, these factors caused an overreaching...

More than Numbers: Recruitment and Retention of Teachers of Color in U.S. Public Schools

Recent scholarship has demonstrated the improved educational outcome of students of color when their teachers are of a similar background (Villegas & Irvine, 2010). In addition to this work, there is research that shows that teachers of color leave the profession due to the lack of agency and voice in decision making and racially hostile climate for teachers of color (Achinstein...

Helping Students Read to Achieve: The Past, Present, and Future of Educational Policies on Dyslexia

Developmental dyslexia is among the most common neurobehavioral disorders in children, affecting approximately 8.5 million students across the United States (Bipartisan Congressional Dyslexia Caucus, 2015). Despite its prevalence as a language disorder characterized by impaired reading ability, researchers have struggled to define dyslexia, contributing to variability across...

Implementing Ethnic Studies in California Public Schools

This paper explores the fight for ethnic studies in California public schools from two angles: the legislative push for the state to take action, and grassroots organizing by community organizers, students, teachers, parents, and others. Considering the success of grassroots organizing in implementing ethnic studies programming on a district-by-district basis, in contrast with...

Full Issue: Spring 2016

By Edwin Mayorga, Published on 06/07/16