ABSTRACT
Between September 2011 and March 2013 Jill Koyama explored immigrant and refugee networks somewhere in the United States. That study traced the emergence and morphing of service institutions designed for refugees and other newcomers who were caught, more or less willingly, into their nets. Wayside Elementary School had come to be known as a “Persistently Low Achieving School.” This, by itself, only tells about a local identification by a State agency. Koyama entered Wayside Elementary School soon after the first imposition was performed. She left in 2013, before any consequential evaluation of the implementation. Koyama attended two meetings in the spring 2013. She listened to ESL teachers, refugee parents, their caseworkers, and several members of the religious organizations that supported refugees. They articulated complex explanations of their objections to the turnaround plans in general, and the Curriculum in particular.
