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Abstract
In the more than 60 years since the Brown v. Board of Education ruling, the United States has been struggling to assure educational equality for all learners. This article will review how attempts at equality such as accountability and standardization movements have failed to close opportunity gaps for vulnerable and marginalized groups, particularly for students with disabilities from culturally and linguistically diverse backgrounds. Critical issues are raised about current reforms, in order to broaden educational conversations for a deeper analysis, recognizing the implications for sustained, comprehensive solutions.
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Author Biographies
Elizabeth Cramer is professor and program director of Special Education at Florida International University. Her research interests include preparing all teachers to work collaboratively with diverse learners with an emphasis on teacher collaboration, the intersection of culture and disability, and using data to inform placement and instructional decisions.
Mary E. Little is professor and coordinator of Graduate Programs in Exceptional Student Education at the University of Central Florida. Professional interests, writing, and research include evidence-based instructional practices, interventions, teacher efficacy, and student learning related to teacher learning using data-based decision-making and action research.
Patricia Alvarez McHatton is a dean of the College of Education and P16 Integration at the University of Texas, Rio Grande. Her research interests include teacher preparation with an emphasis on culturally responsive pedagogy, collaboration, and school experiences of diverse youth and families.
