Estela Zarate
California State University, Fullerton, Education, Faculty Member
- Education, Social Sciences, Schooling, Equity and Social Justice in Higher Education, Educational Research, Latina/o Studies, and 5 moreRace and Ethnicity, First Generation College Students, Race and Racism in Higher Education Persistence Strategies of Minority Leaders in Predominantly White Institutions Social Justice in Higher Education Higher Education Institutional Leadership Organizational Socialization and Culture, College Access, and College Cultureedit
- Have previously served as the Director of Educational Policy Research at the Tomas Rivera Policy Institute at the Uni... moreHave previously served as the Director of Educational Policy Research at the Tomas Rivera Policy Institute at the University of Southern California and as a faculty member at the University of California, Irvine. My research interests include equitable access to higher education, college persistence among first-generation students, the educational trajectory of Latino students, family and social context of Latino students’ educational experiences, schooling conditions, and gender differences in schooling experiences. My interest in college access stemmed from my outreach recruitment efforts while an undergraduate student at Rice University, and later when I became an admissions counselor at Carleton College in Northfield, MN.edit
To be effective social justice leaders, school leaders need to gain critical understandings of their positionality and racial privilege and be prepared to engage in difficult conversations with others. This study examines how a... more
To be effective social justice leaders, school leaders need to gain critical understandings of their positionality and racial privilege and be prepared to engage in difficult conversations with others. This study examines how a peer-to-peer letter exchange assignment in a doctoral course allowed educational leadership doctoral students (N = 27) to reflect on race and privilege with each other. The findings reveal how students examined racial privilege, positionality, and bias. The authors discuss how this assignment can be used in educational leadership programs to develop and grow the practice of critical reflection for self-examination of privilege.
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The Bilingual Advantage draws together researchers from education, economics, sociology, anthropology and linguistics to examine the economic and employment benefits of bilingualism in the US labor market, countering past research that... more
The Bilingual Advantage draws together researchers from education, economics, sociology, anthropology and linguistics to examine the economic and employment benefits of bilingualism in the US labor market, countering past research that shows no such benefits exist. Collectively, the authors draw on novel methodological approaches and new data to examine the economics of bilingualism for the new generation of bilinguals entering a digital-age globalized workforce. The authors also pay considerable attention to how to best capture measures of bilingualism and biliteracy.
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The new state funding formula (LCFF1) provides an unprecedented opportunity to innovate and reshape the way schools address the educational needs of English learners. However it is critical that funds be spent carefully on interventions... more
The new state funding formula (LCFF1) provides an unprecedented opportunity to innovate and reshape the way schools address the educational needs of English learners. However it is critical that funds be spent carefully on interventions that are supported by solid research. The following recommendations are organized
according to the state’s 8 LCAP2 priorities and are culled from the research on English learners. Clearly no school or district can adopt all or probably even most of the recommendations with current funding and in the short run, rather this should be seen as a menu of research-based options. Schools and districts must set their own priorities. There are no silver bullets in education but the research tells us that, on balance, the options recommended here provide the best odds of making a significant difference for the education of EL students. (The full policy report provides expanded descriptions of the recommendations, related research summaries, with citations, and metrics for tracking the implementation of these recommendations).
according to the state’s 8 LCAP2 priorities and are culled from the research on English learners. Clearly no school or district can adopt all or probably even most of the recommendations with current funding and in the short run, rather this should be seen as a menu of research-based options. Schools and districts must set their own priorities. There are no silver bullets in education but the research tells us that, on balance, the options recommended here provide the best odds of making a significant difference for the education of EL students. (The full policy report provides expanded descriptions of the recommendations, related research summaries, with citations, and metrics for tracking the implementation of these recommendations).
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Page 1. The Impact of High Schools on Student Achievement within the Los Angeles Unified School District: A value-added approach Marisa Saunders, David Silver and Estela Zarate UCLA'S INSTITUTE FOR DEMOCRACY ...