The analysis of the College Board's Advanced Placement (AP) enrollment focused on marginalized populations' (i.e., African American, Hispanic, and poor students) limited access and the schools' efforts to bridge the gaps. Little research has been done on marginalized populations' AP passage rates. The researchers of this correlational study investigated AP enrollment and passage rates in public and charter high schools in Florida (n = 355) by comparing the enrollment and passage proportions amongst Caucasian, African American, and Hispanic students as well as the proportions of students who received free or reduced lunch. The results showed a weak, positive relationship between proportions of Hispanic, African American, and Caucasian students passing AP exams and the proportion of AP students enrolled. There was a strong, positive relationship amongst the proportions of African-American, Hispanic, and Caucasian students who passed the exam. However, a weak, negative relationship was found between the proportions of students who were enrolled in AP classes and those who received free or reduced lunch. There was also a negative relationship between Hispanic, African American, and Caucasian students passing the AP exam and the percentage of the school's population enrolled in free or reduced lunch. The findings suggest that schools with high poverty rates have a low enrollment rate of students in AP courses. The focus on AP enrollment rates for minority students has led to increased rates of minorities successfully completing advanced coursework, but there is still a need for similar focus on high poverty schools.

This study examines a classroom simulation workshop designed for teacher candidates (TCs) to practice questioning strategies with English learners (ELs) at various English proficiency levels, through the lens of sociocultural theory. Data was collected from an assignment in an ESOL methods course consisting of questions that TCs prepared before the simulation, revised after the simulation, and responses to an open-ended questionnaire. Findings show that TCs made their questions comprehensible for beginner level ELs, however, overextended their question modification to both the intermediate and advanced levels. Implications highlight the importance of practicing questioning strategies that are appropriate for all proficiency levels.

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One's linguistic discourse is directly linked to his or her identity construction. The author conducted a qualitative study that investigated the sociolinguistic and sociocultural identities, both current and imagined, of a newly arrived adolescent of refugee status, named Yerodin, through a photo-narrative approach. Yerodin was unique in that he was 11 years old when he arrived to the United States but did not have any prior formalized schooling. Therefore, he was illiterate in both his first language of Swahili and second language of English. This study took place during a summer school program that sought to develop Yerodin and his siblings' literacy skills before the upcoming school year. Findings illustrated Yerodin's current identity as one who appreciated his experiences in the refugee camp prior to resettlement and as an English learner. Furthermore, Yerodin realized that English, his second language, and academics were key to accessing his desired communities of identity, including aspects of American culture and friendships with “American peers.”

One's linguistic discourse is directly linked to his or her identity construction. The author conducted a qualitative study that investigated the sociolinguistic and sociocultural identities, both current and imagined, of a newly arrived adolescent of refugee status, named Yerodin, through a photo-narrative approach. Yerodin was unique in that he was 11 years old when he arrived to the United States but did not have any prior formalized schooling. Therefore, he was illiterate in both his first language of Swahili and second language of English. This study took place during a summer school program that sought to develop Yerodin and his siblings' literacy skills before the upcoming school year. Findings illustrated Yerodin's current identity as one who appreciated his experiences in the refugee camp prior to resettlement and as an English learner. Furthermore, Yerodin realized that English, his second language, and academics were key to accessing his desired communities of identity, including aspects of American culture and friendships with “American peers.”