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No Child Left Behind and Minority Youth: What the Qualitative Evidence Suggests

Special Issue of the
Anthropology and Education Quarterly

Guest Editor:
Angela Valenzuela, University of Texas at Austin

Now that the No Child Left Behind (NCLB) federal policy has taken root in our schools and districts across the nation, it is time for the scholarly community to assess the impact of this unprecedented, sweeping reform on alleviating the underachieving profile of poor, minority children and communities. Key concerns are whether and how this rationale lives up to its promise to improve district, school, teacher, and instructional quality, and thusly to significantly narrow and ultimately eliminate the achievement gap between white, middle-class youth and U.S. ethnic minorities. Concomitant effects of this focus on children, curriculum, instruction, and school- and district-level processes generally, are a related concern.

Accordingly, you are invited to submit a manuscript for publication to the Anthropology and Education Quarterly (AEQ). AEQ is a peer-reviewed journal that publishes scholarship on schooling in social and cultural contexts and on human learning both inside and outside of schools. Articles rely primarily on ethnographic research to address immediate problems of practice as well as broad theoretical questions. AEQ also publishes on educational-ethnographic fieldwork and the teaching of anthropology. Anthropology and Education Quarterly is the journal of the Council on Anthropology and Education, a professional association of anthropologists and educational researchers and practitioners, and a section of the American Anthropological Association that meets at the annual meeting of the association.
For further information about Anthropology and Education Quarterly, please visit the Council on Anthropology and Education homepage at the website address .

Articles from all disciplines, alongside interdisciplinary perspectives, are welcome providing that they are consistent with both the journal’s mission and the special issue’s focus on minority youth. Articles may address the effects of federal policy on classrooms, schools, or districts that serve linguistically and culturally diverse youth. Longitudinal data on these effects are particularly helpful in assessing the effects of federal reform. Finally, studies that advance our theoretical understandings of how state accountability systems respond simultaneously to federal mandates and the local, specific needs of children of color are especially welcome.

Authors should send manuscripts to the editor at the address listed below. Manuscripts not blinded or formatted according to AAA/AEQ style will be returned. Please see submission guidelines .

Send all manuscripts to the following address by February 1, 2006.

Dr. Angela Valenzuela, Guest Editor
Department of Curriculum and Instruction
and Center for Mexican American Studies
SZB Room 528L D5700
University of Texas at Austin
Austin, Texas 78712
Office: (512) 232-6008
Fax (512) 471-3193

— Dr. Angela Valenzuela
Anthropology and Education Quarterly


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