Texas Education Review

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Fear in the classroom

@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 1 of the Texas Education Review.

This issue contains three manuscripts, including: a quantitative analysis on recent trends for special education identification rates in urban and rural Texas school districts (Simmons, Shin, & Sharp); a critical quantitative examination of patterns in student endorsement enrollment in the state of Texas (Adamuti-Trache, Zhang, & Hagedorn); and a critical qualitative analysis of student and faculty experience with concealed carry gun policy at the University of Texas at Austin (Butters).

In addition to these articles, this issue features one editorial, which centers one educator’s personal reflections on conservative reactions to the New York Times’ 1619 project in the context of the Black Lives Matter movement (Bridgeforth).