Julian Vasquez Heilig
Biographic Data
| ID | 204417 |
|---|---|
| NAME | Julian Vasquez Heilig |
| GIVEN NAMES | Julian Vasquez |
| FAMILY NAME | Heilig |
| SIGNATURE | HEILIG J V |
| AFFILIATIONS | California State University, Sacramento |
| ORCID | 0000-0003-0992-1669 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 45 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 4 |
Southern Hospitality
Recent evidence suggests school resources are continually segregated from minoritized communities. This funding disparity impacts students' long-term outcomes in school and in their community. Political discourse has prioritized school defunding, privatization through vouchers and related policies, and tax relief and at the same time greater regulation of curriculum, content, and pedagogy in schools. Southern states in particular have moved to re…
Interrogating Democracy, Education, and Modern White Supremacy
Background/Context: Almost 100 years ago, John Dewey advocated for a democratic U.S. educational system, one that echoed the tenets of the U.S. Constitution and achieved an ethical ideal by inviting participation of all students. Yet the U.S. educational system continues to stop short of this goal insofar as students of Color—especially those in urban school districts—disproportionately face obstacles not so encountered by white students. Purpose…
A Digital Ethnography of Teach For America
To analyze the counternarrative in the public discourse surrounding Teach For America (TFA), this paper represents the first digital ethnography in education policy. We conduct a qualitative analysis of Truth For America, an education policy podcast. We found four overarching themes that arose from conversations with respondents: (1) problematic practice, preparation, and pedagogy; (2) concerns linked to critiquing TFA and the organization’s resp…
The role of schools
Students who are newcomers to the United States – as English Learners (ELs) – face barriers to learning, and their academic success often lags behind their native-English-speaking peers. Notably, there is paucity in the literature about Middle Eastern and North African (MENA) high school student newcomers’ academic challenges as ELs and the practices that schools implement to address the unique issues that refugee students face. The researchers e…
The More Things Change, the More They Stay the Same
Latina/os and World War II
Community-Based Education Reform in Urban Contexts
A Nostrum of School Reform? Turning Around Reconstituted Urban Texas High Schools
A mainstay in NCLB and the Obama administration education plan is turning around low-performing schools. This study utilized surveys and interviews with school leaders from four turnaround urban high schools in Texas to understand student outcomes before and after school restructuring and reconstitution. Although some organizational changes were apparent; overall, respondents cited rapidly changing technical strategies and haphazard adjustments f…
Community-Based School Finance and Accountability
Top-down accountability policies have arguably had very limited impact over the past 20 years. Education stakeholders are now contemplating new forms of bottom-up accountability. In 2013, policymakers in California enacted a community-based approach that creates the Local Control Funding Formula (LCFF) process for school finance to increase flexibility. The reform also seeks to involve stakeholders at the local level by creating a Local Control a…
A Story within a Story
There have been numerous calls to increase quantitative studies examining the role of culturally responsive schooling (CRS) on American Indian and Alaska Native (AIAN) achievement. The National Indian Education Study (NIES) is the only large-scale study focused on (AIAN) students’ cultural experiences within the context of schools. Given that NIES also includes achievement on the National Assessment of Educational Progress (NAEP), it has the pote…
Nearly 50 Years Post-Jim Crow
This study addresses the segregation of English language learner (ELL) students in schools across Texas. We descriptively analyze levels of racial, economic, and linguistic isolation experienced by ELL students across the state of Texas. We also examine the association between segregation by race/ethnicity, economic disadvantage, and language proficiency with high-stakes accountability ratings. Despite nearly two decades of accountability policie…
The Illusion of Inclusion
In this article, Julian Vasquez Heilig, Keffrelyn Brown, and Anthony Brown offer findings from a close textual analysis of how the Texas social studies standards address race, racism, and communities of color. Using the lens of critical race theory, the authors uncover the sometimes subtle ways that the standards can appear to adequately address race while at the same time marginalizing it—the “illusion of inclusion.” Their study offers insight i…
Immigrant DREAMs
English learners (ELs) are facing unique issues in higher education that remain largely unexplored. This research focuses on college choice, enrollment, and graduation among high-achieving ELs who were eligible for automatic admission to any public higher education institution in Texas by having graduated in the top 10% of their high school class. We found that large enrollment gains for ELs were not observed until revised Texas DREAM (Developmen…
Accountability Texas-Style
This study examines longitudinal student progress and achievement on the elementary, middle, and high school levels in relation to accountability policy incentives in a large urban district in Texas. Using quantitative analyses supplemented by qualitative interviews, the authors found that high-stakes testing policies that rewarded and punished schools based on average student scores created incentives for schools to “game the system” by excludin…
Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness.
Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that…
Nearly 50 Years Post-Jim Crow
This study addresses the segregation of English language learner (ELL) students in schools across Texas. We descriptively analyze levels of racial, economic, and linguistic isolation experienced by ELL students across the state of Texas. We also examine the association between segregation by race/ethnicity, economic disadvantage, and language proficiency with high-stakes accountability ratings. Despite nearly two decades of accountability policie…
Community-Based School Finance and Accountability
Top-down accountability policies have arguably had very limited impact over the past 20 years. Education stakeholders are now contemplating new forms of bottom-up accountability. In 2013, policymakers in California enacted a community-based approach that creates the Local Control Funding Formula (LCFF) process for school finance to increase flexibility. The reform also seeks to involve stakeholders at the local level by creating a Local Control a…
A Nostrum of School Reform? Turning Around Reconstituted Urban Texas High Schools
A mainstay in NCLB and the Obama administration education plan is turning around low-performing schools. This study utilized surveys and interviews with school leaders from four turnaround urban high schools in Texas to understand student outcomes before and after school restructuring and reconstitution. Although some organizational changes were apparent; overall, respondents cited rapidly changing technical strategies and haphazard adjustments f…
Community-Based Education Reform in Urban Contexts
The More Things Change, the More They Stay the Same
A Story within a Story
There have been numerous calls to increase quantitative studies examining the role of culturally responsive schooling (CRS) on American Indian and Alaska Native (AIAN) achievement. The National Indian Education Study (NIES) is the only large-scale study focused on (AIAN) students’ cultural experiences within the context of schools. Given that NIES also includes achievement on the National Assessment of Educational Progress (NAEP), it has the pote…
Immigrant DREAMs
English learners (ELs) are facing unique issues in higher education that remain largely unexplored. This research focuses on college choice, enrollment, and graduation among high-achieving ELs who were eligible for automatic admission to any public higher education institution in Texas by having graduated in the top 10% of their high school class. We found that large enrollment gains for ELs were not observed until revised Texas DREAM (Developmen…
A Digital Ethnography of Teach For America
To analyze the counternarrative in the public discourse surrounding Teach For America (TFA), this paper represents the first digital ethnography in education policy. We conduct a qualitative analysis of Truth For America, an education policy podcast. We found four overarching themes that arose from conversations with respondents: (1) problematic practice, preparation, and pedagogy; (2) concerns linked to critiquing TFA and the organization’s resp…
Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness.
Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that…
Accountability Texas-Style
This study examines longitudinal student progress and achievement on the elementary, middle, and high school levels in relation to accountability policy incentives in a large urban district in Texas. Using quantitative analyses supplemented by qualitative interviews, the authors found that high-stakes testing policies that rewarded and punished schools based on average student scores created incentives for schools to “game the system” by excludin…
Immigrant DREAMs
English learners (ELs) are facing unique issues in higher education that remain largely unexplored. This research focuses on college choice, enrollment, and graduation among high-achieving ELs who were eligible for automatic admission to any public higher education institution in Texas by having graduated in the top 10% of their high school class. We found that large enrollment gains for ELs were not observed until revised Texas DREAM (Developmen…
The Illusion of Inclusion
In this article, Julian Vasquez Heilig, Keffrelyn Brown, and Anthony Brown offer findings from a close textual analysis of how the Texas social studies standards address race, racism, and communities of color. Using the lens of critical race theory, the authors uncover the sometimes subtle ways that the standards can appear to adequately address race while at the same time marginalizing it—the “illusion of inclusion.” Their study offers insight i…
A Story within a Story
There have been numerous calls to increase quantitative studies examining the role of culturally responsive schooling (CRS) on American Indian and Alaska Native (AIAN) achievement. The National Indian Education Study (NIES) is the only large-scale study focused on (AIAN) students’ cultural experiences within the context of schools. Given that NIES also includes achievement on the National Assessment of Educational Progress (NAEP), it has the pote…
Nearly 50 Years Post-Jim Crow
This study addresses the segregation of English language learner (ELL) students in schools across Texas. We descriptively analyze levels of racial, economic, and linguistic isolation experienced by ELL students across the state of Texas. We also examine the association between segregation by race/ethnicity, economic disadvantage, and language proficiency with high-stakes accountability ratings. Despite nearly two decades of accountability policie…
Latina/os and World War II
Community-Based Education Reform in Urban Contexts
A Nostrum of School Reform? Turning Around Reconstituted Urban Texas High Schools
A mainstay in NCLB and the Obama administration education plan is turning around low-performing schools. This study utilized surveys and interviews with school leaders from four turnaround urban high schools in Texas to understand student outcomes before and after school restructuring and reconstitution. Although some organizational changes were apparent; overall, respondents cited rapidly changing technical strategies and haphazard adjustments f…
Community-Based School Finance and Accountability
Top-down accountability policies have arguably had very limited impact over the past 20 years. Education stakeholders are now contemplating new forms of bottom-up accountability. In 2013, policymakers in California enacted a community-based approach that creates the Local Control Funding Formula (LCFF) process for school finance to increase flexibility. The reform also seeks to involve stakeholders at the local level by creating a Local Control a…
The More Things Change, the More They Stay the Same
The role of schools
Students who are newcomers to the United States – as English Learners (ELs) – face barriers to learning, and their academic success often lags behind their native-English-speaking peers. Notably, there is paucity in the literature about Middle Eastern and North African (MENA) high school student newcomers’ academic challenges as ELs and the practices that schools implement to address the unique issues that refugee students face. The researchers e…
A Digital Ethnography of Teach For America
To analyze the counternarrative in the public discourse surrounding Teach For America (TFA), this paper represents the first digital ethnography in education policy. We conduct a qualitative analysis of Truth For America, an education policy podcast. We found four overarching themes that arose from conversations with respondents: (1) problematic practice, preparation, and pedagogy; (2) concerns linked to critiquing TFA and the organization’s resp…
Interrogating Democracy, Education, and Modern White Supremacy
Background/Context: Almost 100 years ago, John Dewey advocated for a democratic U.S. educational system, one that echoed the tenets of the U.S. Constitution and achieved an ethical ideal by inviting participation of all students. Yet the U.S. educational system continues to stop short of this goal insofar as students of Color—especially those in urban school districts—disproportionately face obstacles not so encountered by white students. Purpose…
Southern Hospitality
Recent evidence suggests school resources are continually segregated from minoritized communities. This funding disparity impacts students' long-term outcomes in school and in their community. Political discourse has prioritized school defunding, privatization through vouchers and related policies, and tax relief and at the same time greater regulation of curriculum, content, and pedagogy in schools. Southern states in particular have moved to re…
Political science (14 works) · Psychology (10 works) · Sociology (10 works) · Pedagogy (8 works) · School Choice and Performance (8 works) · Critical Race Theory in Education (7 works) · Economics (6 works) · Law (6 works) · Accountability (5 works) · Higher Education Research Studies (5 works)