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Article Spotlight

Catherine Hartman

Catherine Hartman earned a PhD in the Program in Higher Education Leadership at The University of Texas at Austin. Catherine’s research interests include community college student success, student transfer from community colleges to four-year school, and linguistically diverse students’ experiences in college.

Catherine earned a M.Ed. in Higher Educational Policy, Planning, and Leadership and a B.A. in English Language and Literature from William & Mary.

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).