English Language Minority Students and Education Policy: A Focus on the Latinx Population

Abstract

Our federal government allows states to pass and ratify new laws every year. Over the last thirty years, America has experienced a polarized fight over the expansion or reduction of government involvement. In terms of education policy, local districts and governments can play an essential role in the implementation, evaluation, and development of equitable educational opportunities. This paper examines federal and state level policies in the context of English Language Learners’ (EL) educational opportunities. In particular, I focus on Mt. Diablo High School, which is located in the Mount Diablo District. According to the California State Department of Education, the percentage of English Language Learners at this school is 33.5%. Out of this percentage, a majority of English Language Learner students at Mt. Diablo High School are Latinx (84.98%). These statistics help to demonstrate that state and district level policies lack inclusivity, student awareness on academic resources, accessibility to career center programs, and a lack of parent and teacher participation. Due to these shortcomings, these policies primarily feed into the undereducation and retention of EL students. By analyzing existing Student Site Council meetings and state-level data sets, I argue that there is a higher need for accountability and support relative to the number of EL students attending Mt. Diablo High School.