ABSTRACT
In mid-October, Arturo and Gabi, the children of migrant farm workers from central Mexico, matriculate at a remote rural northeastern public high school where culturally and linguistically diverse students make up less than 5% of the student population. Both are monolingual Spanish speakers, and Gabi, a high-needs special education student, requires full-time, one-to-one “Ed Tech” support in the resource room. Ms. Smith, the principal, struggles to find but eventually hires a full-time Spanish bilingual Ed Tech. Just before Thanksgiving, an advocate from a local organization for migrant workers informs the principal that Arturo and Gabi will soon be traveling to Mexico with their parents and will be absent for December, January, and February. Although he is an emergent English Learner, Arturo is one of 44 juniors expected to take the SAT in April, which is used to assess Adequate Yearly Progress by the state. The advocate asks the principal to approve Gabi and Arturo’s absence.
