Texas Education Review

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@TxEdReview

Welcome

The Texas Education Review is an independent, peer reviewed, student-run scholarly publication based at the College of Education at The University of Texas at Austin.

From Sweatt v. Painter and No Child Left Behind, to charter schools, curriculum policy, and textbook adoption, the State of Texas has played and will continue to play a critical role in shaping education policy in the United States.

The Texas Education Review (TxEd) is located directly on The University of Texas’s campus in the heart of downtown Austin.  Its close proximity to the Texas Capitol, Texas Education Agency, and State Board of Education offers unparalleled access to the thought leaders, policy makers, and academics who are driving education policy in Texas.

TxEd focuses on analysis of education policy and related issues, with non-exclusive preference given to issues affecting the State of Texas.

TxEd was founded and is operated by PhD students at The University of Texas at Austin’s College of Education, which consistently ranks as one of the best public university graduate education programs in the U.S.

For information regarding TxEd, please contact our Co-Managing Editors, Alex J. Armonda (armonda@utexas.edu) and Lebon James (ljames@utexas.edu).

Current Issue

We are pleased to announce the publication of Volume 9, Issue 2 of the Texas Education Review.

Coinciding with the current Texas 87th Legislative Session, Issue 9 (2) of the Texas Education Review contains a Special Issue on the Texas 87th. The Special Issue is edited by William J. Davies, a Doctoral student in the Educational Leadership and Policy Studies Program. The issue contains one open-call article: a quantitative analysis of racialized trends in disciplinary practices in Texas schools (Lenderman & Hawkins). It also contains three articles as part of the Special Issue on the Texas 87th: a critical policy analysis on aligning dual language practices with Texas early childhood literacy and mathematics proficiency plans (Hernández & Núñez Porras); a policy analysis centering the troubling relationship between standardized testing in Texas and the school to prison pipeline (Del Carmen Unda & Lizárraga-Dueñas); and a critical policy review that links neoliberal highstakes accountability regimes to the historical context of the eugenics movement (Madrigal & Epstein).