This talk proposes a conceptual framework that merges intersectionality and policy analysis as an analytical tool to understand the nuanced, multi-layered, compounded educational inequality encountered specifically by low-income, Latino Spanish speaking students in Arizona K-12 public schools as a function of intersecting educational policies. In addition, it provide a conceptual framework that counters and provides an alternative to the Arizona model that strives towards interrupting inequality. The conceptual framework is grounded in culture, language and learning that provides a pathway to interrupt inequality by acknowledging the intersectional social constructs of an ELL. This talk is based on a manuscript in press in Review of Research In Education (RRE) 2017.

Dr. Oscar Jimenez-Castellanos is an Associate Professor in Education Policy and Evaluation in Mary Lou Fulton Teachers College at Arizona State University and a Visiting Scholar at UC Berkeley with a courtesy affiliation with Policy Analysis for California Education (PACE) at Stanford University. He has published extensively in the area of K-12 education finance, policy and parent engagement and its impact on opportunity, equity and outcomes in low-income ethnically and linguistically diverse communities. Dr. Jimenez-Castellanos received his M.A. in Policy Studies from San Diego State University and Ph.D. in Education from Claremont Graduate University and San Diego State University.