Introduction

The issues addressed in this volume are of concern for all of those who would like to see the educational conditions of culturally and linguistically diverse children improved. These children make up the fastest-growing student population in the U.S. (Snyder & Dillow, 2015), yet, in the U.S. public schools, their education has tended to shortchange their academic potential, to be overly restrictive and compensatory, and to be largely driven by policies instead of sound educational theory and research.