Abstract
This article examines education law and cultural conditions for teaching and learning in Texas , the state that provided a model for the federal No Child Left Behind Act signed in 2002. Accountability testing is a primary feature of Texas education law and has an enormous impact on public school culture. Of particular interest is Houston, one of the largest cities in the US, where more than half of public school students are identified by the school district as English language learners. The article investigates how students enrolled in a developmental English course use their own writing to advocate for change. The stu- dents attend an urban, Hispanic-serving, open admissions university and often are described as Generation 1.5. In particular, the article focuses on the case study of one student and his response to being identified as an English language learner.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
