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Despite their numbers, Latinos continue to lack full and equal participation in all facets of American life, including education. This book provides a critical discussion of the role that select K12 educational policies have and continue to play in failing Latino students. The author draws upon institutional, national, and statewide data sets, as well as interviews among students, teachers, and college administrators, to explore the role that public policies play in educating Latino students. The book concludes with specific recommendations that aim to raise achievement, college transition rates, and success among Latino students across the preschool through college continuum.

Frances Contrerasis an Associate Professor of Higher Education in the area of Leadership and Policy Studies in the College of Education, University of Washington in Seattle

“Prof. Frances Contreras is one of the nation’s leading authorities on Latino educational problems and on policies that will effectively address these. This book presents a unique and incisive analysis of the Latino educational achievement gap and its connections to concomitant gap in educational opportunities for Latinos. This very readable book combines rigorous scholarship with clearly stated policy recommendations. It should be read by all who are interested in understanding and addressing one of the most serious problems of our times.”

Jorge Chapa,University of Illinois at Urbana Champaign

“Rich in data and social context, Contreras presents a compelling and comprehensive picture for the collective need to invest fully in the education of our Latino youth. As important, she delineates a bold public policy pathway for Latino student success that encompasses K12 and higher education.”

James M. Montoya,Vice President, Higher Education, The College Board

“This book offers valuable insights and productive recommendations for addressing a critically important topic: how to improve educational equity for Latinos, one of our nation’s fastest-growing but most-underserved populations.”

Laura Perna, Professor, Graduate School of Education, University of Pennsylvania

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