ABSTRACT

As thehistory ofU.S. educationunfolds, low-income, Latino/a students continue to experience enormous obstacles to their academic success in U.S. public schools. Educational policymakers express great dismay over rising indicators of failure and demand accountability for these disparities but even as the reformmantra of the current administration has becomeNo Child Left Behind, through a regime that in fact leaves no child untested Latino/a students continue to experience highly disproportionate rates of school failure whether measured by standardized test scores, dropout and graduation rates, or other prevailingmeasures of achievement (Valenzuela, 2004).