User talk:Maci.gerber
Abrego, L. (2008), Legitimacy, Social Identity, and the Mobilization of Law: The Effects of Assembly Bill 540 on Undocumented Students in California. Law & Social Inquiry, 33: 709–734. doi: 10.1111/j.1747-4469.2008.00119.x
Callahan, Rebecca M. (2016). Tracking and High School English Learners: Limiting Opportunity to Learn. American Educational Research Journal. Vol 42, Issue 2, pp. 305-328.
Collier, V. P., & Thomas, W. P. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and practice, 2(1), 1-20.
Flores, S. M. (2010). State Dream Acts: The Effect of In-State Resident Tuition Policies and Undocumented Latino Students. The Review of Higher Education 33(2), 239-283. The Johns Hopkins University Press. Retrieved July 30, 2017, from Project MUSE database.
Gonzales, R. G. (2010). On the wrong side of the tracks: Understanding the effects of school structure and social capital in the educational pursuits of undocumented immigrant students. Peabody Journal of Education, 85(4), 469-485.
Oliverez, P. M. (2006). Ready but restricted: An examination of the challenges of college access and financial aid for college-ready undocumented students in the US. University of Southern California. Passel, J. S. (2003). Further demographic information relating to the DREAM Act. Washington, DC: The Urban Institute.
Perez, W. (2009). We are Americans: Undocumented students pursuing the American dream. Stylus Publishing, LLC..
Abrego – This article examines the effects of the CA Assembly Bill 540, which allows undocumented immigrant students to pay in-state tuition at public universities. This bill allows education to be much more accessible to theses students as they do not have to pay extra fees because they are living in California.
Callahan - This article describes the challenges that ESL students face when going through school in the United States. The instruction is often substandard to the instruction the English-proficient students are speaking and the students are often separated. This article highlights the importance of quality instruction over the importance of a student being fluent in English.
Collier – these researchers advocate for dual-language enrichment models to help close the achievement gap for students who are learning English as a second language. They tracked the success of many different ESL students in many different programs throughout their education career and four that (surprise, surprise) dual-language enrichment programs are way more effective for ALL students involved! They describe the many differences between one-way and two-way programs.
Flores – uses a differences-indifferences strategy with data from the Current Population Survey’s Merged Outgoing Rotation Groups. This study found that students were only 1.54 times more likely to enroll in institutions of higher education with the Dream Act in place, which was shocking to me. I am interested to find out why this number is so low! This researcher very specifically points out that the study was around Undocumented Latino students and not all undocumented populations.
Gonzales – This article concentrates on a sample of 78 undocumented young adults from the LA area and studies how our education system has shaped their access to higher education. While this study is limited because the population of students is from a very concentrated area, this is very relevant to the experiences of many other non-citizen students in California.
Oliverez – This study used both interviews and observations to examine the experiences of ten different undocumented students who all aimed to receive higher education in the United States. This study is obviously limited because it only focuses on ten students but it is still very informative and gives a lot of qualitative information that isn’t found in many of the other studies. It also discusses the barriers that stand in the way of undocumented students that aren’t just financial. It discusses social capital, networking, and access to vital information and admission timelines.
Passel – This research provides estimates for the number of undocumented students enrolled in public institutions of higher education in the state of California. The flaw to this data is that these are only estimations and the data is from 2003. It is still useful, however, in
Perez – this is actually a novel written about undocumented students and their struggles pursuing the American Dream. It discusses how being undocumented limits students within our education system and includes a great deal of statistics and research from the U.S. Census Bureau and elsewhere that shows the struggles these students are facing.
Hi there, I'm HasteurBot. I just wanted to let you know that Draft:Undocumented Students in California, a page you created, has not been edited in 5 months. The Articles for Creation space is not an indefinite storage location for content that is not appropriate for articlespace.
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Thank you for your attention. HasteurBot (talk) 01:33, 8 January 2018 (UTC)
Hi there, I'm HasteurBot. I just wanted to let you know that Draft:Undocumented Students in California, a page you created, has not been edited in 5 months. The Articles for Creation space is not an indefinite storage location for content that is not appropriate for articlespace.
If your submission is not edited soon, it could be nominated for deletion. If you would like to attempt to save it, you will need to improve it.
You may request Userfication of the content if it meets requirements.
If the deletion has already occured, instructions on how you may be able to retrieve it are available at WP:REFUND/G13.
Thank you for your attention. HasteurBot (talk) 01:33, 8 February 2018 (UTC)
Your draft article, Draft:Undocumented Students in California
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Thanks for your submission to Wikipedia, and happy editing. Home Lander (talk) 21:54, 13 February 2018 (UTC)