For more than 50 years the consistent reporting of negative outcomes in the areas of academics, social, emotional, behavioral, and overall quality of life has held steady for culturally and linguistically diverse (CLD) students when compared with their non-Hispanic White peers (Castro-Olivo, Preciado, Sanford, & Perry, 2011). Since the early 1970s, educational research has highlighted the disparities in academic success between CLD students (specifically African Americans, Latinos, and Native Americans) and their non-Hispanic White peers, consistently demonstrating an achievement gap in the areas of math and reading (Kena et al., 2014). Along with lower test scores in core academic areas, CLD youth are also found to drop out of high school at higher rates than their non-Hispanic White peers. For more than 30 years Latino youth in particular have had the highest percentages of dropouts compared with all other races, and
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