Historically, racially segregated neighborhoods in the Twin Cities have led to a segregated school system which potentially shapes students’ future educational outcomes. This research aims to examine the effects of segregation in elementary schools in the Minnesota metropolitan area on high school and college outcomes. To evaluate this, schools were ranked using the local segregation index and averaged for six cohorts of students. Based on these averages, schools were divided into deciles. School-level proficiency rates in reading, mathematics, and science were compared across deciles. Using Statewide Longitudinal Education Data System (SLEDS) data, we identified every student who attended any grade 1–5 at any of the metro schools. We also used the data to collect information about high school and post-secondary outcomes (e.g. dropouts, graduation, post-secondary enrollment). These outcomes were also compared across deciles. Results show reading, math, and science proficiency rates decline after for schools in decile 8–10. Moreover, students who attended a school in deciles 8–10 were less likely to graduate and graduate on time compared to their peers. They also had higher dropout rates. Additionally, students who attended a school in deciles 8–10 were less likely to enroll in a post-secondary institution. For those students who did enroll in a post-secondary institution, decile 8–10 students were more likely to enroll in a two-year than a four-year post-secondary institution. They were also less likely to attend a selective and/or highly ranked institution than their peers.

This study focuses on Minnesota schools in the Twin Cities and how they sustained restorative discipline methods during times of instability. It examines the impact of Metro Surge on non-exclusionary discipline and whether schools were able to sustain restorative practices during that time. We first conducted a document review of school discipline policies to determine non-exclusionary discipline options. Our methods consist of doing a document analysis of ten districts across the Twin Cities. This will identify key themes related to non-exclusionary discipline, restorative practices, school policing, and responses to immigration enforcement. This poster will present preliminary findings from the document reviews to display how schools sustained non-exclusionary discipline during immigration enforcement. The focus will be primarily on strategies for sustaining restorative discipline approaches during periods of community instability. This can promote de-escalation of school discipline involving law enforcement and maintaining safe school environments.

This project analyzes Latina/o/x people's experiences in urban spaces as they relate to transit, mobility, and gentrification. This is part of a larger study of Latina/o/x displacement and access to affordable housing for families and students attending the two charter schools in the Twin Cities, Minnesota. These two schools' missions are tied to serving Latina/o/x students, with a focus on Latina/o/x identity and culture. For the overall larger study, thirty people were interviewed, including families enrolled in these schools and staff members from respected schools. Through these interviews, the focus of the project will be to analyze questions and topics related to public transit and mobility in the transcripts for Latina/o/x families. In addition to interviews, this project includes a review of peer-reviewed literature of the past ten years to contextualize and identify the challenges and opportunities in housing insecurity, transit access, and potential gentrification in relation to Latina/o/x families. This study is key for finding ways to support and advocate for schools as hubs not only for education but also for community support, access to services, and political engagement.

As immigrant populations have increased in the U.S. over the last couple of decades, research into these populations and their relationship with the education system has as well. However, given the research that is currently available, it is important to understand the challenges and strengths that immigrant households face in today’s context. More specifically, there is a need to learn from and understand how immigrant households function in an Early Childhood Education setting. Within this research, I will observe 3 different immigrant households in Austin, Texas that have at least one child that is in the infant stage, or up to 7 years old. As the literature has proven, there are many influences that impact the child within Early Childhood, such as politics and legal status. Nonetheless there has been a gap in highlighting the strengths of immigrant households in the U.S., as well as any challenges they may currently face. This investigation is important as these populations have significantly increased. As a result, there is a need to examine how the homelife can look like for these households and the impacts a child’s development during the Early Childhood Education setting. Through qualitative methods, such as participant observation metholdogy, I will collect data and analyze previous work, and apply similar qualitative methods for my research of immigrant families.