An insightful and succinct history of the Mexican community in Minnesota.

While high school drop-out rates have steadily declined among white and African American students over the 1970s and 1980s a constant 35 percent of Latino students continued to quit school before graduation. In this pioneering work, Harriett Romo and Toni Falbo reveal how a group of at-risk Latino students defied the odds and earned a high school diploma. Romo and Falbo tracked the progress of 100 students in Austin, Texas, from 1989 to 1993. Drawing on interviews with the students and their parents, school records, and fieldwork in the schools and communities, the authors identify both the obstacles that caused many students to drop out and the successful strategies that other students and their parents pursued to ensure high school graduation. The authors conclude with seven far-reaching recommendations for changes in the public schools. Sure to provoke debate among all school constituencies, this book will be required reading for school administrators, teachers, parents, legislators, and community leaders.

A small but growing number of immigrants today are moving into new settlement areas, such as Winchester, Va., Greensboro, N.C., and Salt Lake City, Utah, that lack a tradition of accepting newcomers. Just as the process is difficult and distressing for the immigrants, it is likewise a significant cause of stress for the regions in which they settle. Long homogeneous communities experience overnight changes in their populations and in the demands placed on schools, housing, law enforcement, social services, and other aspects of infrastructure. Institutions have not been well prepared to cope. Local governments have not had any significant experience with newcomers and nongovernmental organizations have been overburdened or simply nonexistent. There has been a substantial amount of discussion about these new settlement areas during the past decade, but relatively little systematic examination of the effects of immigration or the policy and programmatic responses to it. New Immigrant Communities is the first effort to bridge the gaps in communication not only between the immigrants and the institutions with which they interact, but also among diverse communities across the United States dealing with the same stresses but ignorant of each others' responses, whether successes or failures.

Now in its second edition, this Handbook offers a comprehensive review of rigorous, innovative, and critical scholarship profiling the scope and terrain of academic inquiry on Latinos and education. Presenting the most significant and potentially influential work in the field in terms of its contributions to research, to professional practice, and to the emergence of related interdisciplinary studies and theory, the volume is now organized around four tighter key themes of history, theory, and methodology; policies and politics; language and culture; teaching and learning. New chapters broaden the scope of theoretical lenses to include intersectionality, as well as coverage of dual language education, discussion around the Latinx, and other recent updates to the field. The Handbook of Latinos and Education is a must-have resource for educational researchers; graduate students; teacher educators; and the broad spectrum of individuals, groups, agencies, organizations, and institutions that share a common interest in and commitment to the educational issues that impact Latinos.

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