Book Reviews by Marco A Murillo
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Papers by Marco A Murillo
Educational Leadership of Immigrants, 2019
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Journal for Leadership, Equity, and Research, Apr 27, 2021
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Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and s... more Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy brief concludes with recommendations for state-, district-, and school-level improvements for ELs’ college readiness and postsecondary enrollment.
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AERA Open, 2021
Scholarship on the intersection between immigration, legal status, and education has grown over t... more Scholarship on the intersection between immigration, legal status, and education has grown over the past decade. Given that schools are intended to be purveyors of democratic values, schools represent an ideal context to examine how immigration and legal status are considered in a community that aims to support the academic and social success of all students This study investigates how members of an urban, K–12 school community in California addressed immigration issues over nearly a decade-long period. The study details three ways in which the school addressed immigration status issues across time. They include college-going supports, addressing newcomer/unaccompanied students’ needs, and delivery of legal services. The study’s implications highlight how K–12 schools can address immigration issues in intentional, ethical, and supportive ways.
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Journal of Educational Change, 2021
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AERA Open, 2021
Scholarship on the intersection between immigration, legal status, and education has grown over t... more Scholarship on the intersection between immigration, legal status, and education has grown over the past decade. Given that schools are intended to be purveyors of democratic values, schools represent an ideal context to examine how immigration and legal status are considered in a community that aims to support the academic and social success of all students This study investigates how members of an urban, K-12 school community in California addressed immigration issues over nearly a decade-long period. The study details three ways in which the school addressed immigration status issues across time. They include college-going supports, addressing newcomer/unaccompanied students' needs, and delivery of legal services. The study's implications highlight how K-12 schools can address immigration issues in intentional, ethical, and supportive ways.
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JOURNAL OF EDUCATION FOR STUDENTS PLACED AT RISK, 2017
This article investigates the experience of 229 low-income students of color who participated in ... more This article investigates the experience of 229 low-income students of color who participated in an innovative high school internship program between 2011 and 2015. Using mixed methods (interviews, observations, and survey), the authors aim to understand the types of knowledge, information, and supports these students develop and expand in relation to careers and the college-going process. The authors draw on students’ community cultural wealth to highlight the way the internship program supports students’ aspirational, navigational, linguistic, resistant, and social capital.
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The High School Journal, 2019
The college-for-all movement is variously framed as a civil rights issue, an economic imperative,... more The college-for-all movement is variously framed as a civil rights issue, an economic imperative, and a requirement for navigating our increasingly globalized society. In response, large urban school districts across the United States have adopted and implemented new policies for graduation that require high school students to complete a college preparatory education. These policies are relatively new, and their impli- cations are just beginning to emerge. As a case of public scholarship, we describe the collective problem-solving process that unfolded over a decade, from 2007 to 2017, as researchers and practitioners in a new K-12 urban public school worked together to expand access to college for traditionally underrepresented students. We describe three practical problems—how to frame, support, and track a college-for-all reform effort—and detail how grappling with these problems locally provides unique insight into the larger college-for-all policy context. In particular, we explore the role of learning supports, status hierarchies, and resources in realizing the college-for-all ideal. We also articulate a fundamental framing tension between social justice as redistribution and recognition and suggest that the notion of parity of participation guide policy and action.
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Peabody Journal, 2019
This study examined evidence of equity for English Learners-one of the three targeted student gro... more This study examined evidence of equity for English Learners-one of the three targeted student groups–in the early implementation of California’s Local Control Funding Formula (LCFF) across data sets from seven stu- dies. We used social justice inquiry methods and data integration analy- tic approaches that included purposeful sampling of districts’ Local Control and Accountability Plans (LCAPs), and data integration analyses of interviews with education leaders to examine how equity was advanced for English Learners. Our findings reveal that the quest for equity for English Learners is elusive and requires multilevel efforts to reverse the national, state, and local histories of unequal treatment, deficit orientations, socio-political dynamics, and legacies of unequal funding that still permeate many schools. Further advances in equity will require greater systemic coherence that sharpens the focus on educational outcomes for English Learners. California’s most recent pol- icy shifts–including the passage of Proposition 58 and the English Learner Roadmap–show promise of systemic coherence and alignment to an assets-based approach for English Learners in the state and nation, as tangible evidence of equity in services and outcomes are still works in progress.
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In the midst of dramatic changes to American health care law there is need to understand the chal... more In the midst of dramatic changes to American health care law there is need to understand the challenges that vulnerable populations encounter in obtaining and managing health insurance. Research has found that child language brokers, children who mediate language and culture for their immigrant families, assist with health-related matters. We report on focus groups with 17 language brokers living in Central Los Angeles. In this article we detail their experiences language brokering for health insurance and their knowledge of health insurance and policies that apply to their immigrant families. We illuminate some barriers immigrant families face as well as how they navigate them. We conclude with policy implications, particularly in relation to making health insurance more accessible to non-English speaking and immigrant populations.
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This study examines how an urban, California high school supports undocumented students' college ... more This study examines how an urban, California high school supports undocumented students' college access and the challenges the school and students encounter. Employing case study methodology, school observations and interviews with 14 undocumented students and 13 educators were conducted to gain a deeper understanding of the processes involved in undocumented students' pursuit of higher education. Findings highlight the importance of building targeted college knowledge, providing navigational support to complete college and financial aid applications, unmet financial need, and Deferred Action for Childhood Arrivals (DACA) as a useful but limited tool for college access. Implications for practice and policy are provided.
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Interactions Ucla Journal of Education and Information Studies, 2015
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Teaching Documents by Marco A Murillo
mid contentious debates about immigration and ideas of belonging, undocumented immigrant students... more mid contentious debates about immigration and ideas of belonging, undocumented immigrant students often navigate an educational terrain that is ill-equipped to meet their academic and social needs. Despite confronting an array of challenges, there are examples of schools devoted to working with and for this student population. We address the UCLA Community School's efforts to address and meet the needs of undocumented students. We describe the school context as well as the symbiotic relationship between research and practice. We conclude by providing resources and considerations for practitioners to better support undocumented students on their campus.
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Book Reviews by Marco A Murillo
Papers by Marco A Murillo
Teaching Documents by Marco A Murillo