Abstract
Jim Cummins presents a theoretical framework for analyzing minority students' school failure and the relative lack of success of previous attempts at educational reform, such as compensatory education and bilingual education. The author suggests that these attempts have been unsuccessful because they have not altered significantly the relationships between educators and minority students and between schools and minority communities. He offers ways in which educators can change these relationships, thereby promoting the empowerment of students which can lead them to succeed in school.
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