Abstract
The author participated in the Border Studies Program during the fall semester of 2000. As a part of his field study, he worked as a tutor at Bowie High School, a bilingual school in El Paso, Texas. The author chose this field study because he is a native of California and wanted to prove the critics of bilingual education wrong. This ethnography offers his assessment of the Texas Assessment of Academic Skills (TAAS) and then documents the author's process of ''decodification,'' as he came to shed many of the stereotypes he had of the ''inner-city high school.''
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