Kathy Escamilla|Lorretta Chávez|Peter Vigil
Rethinking the “Gap”
University of Colorado System
article challenges pervasive notion linguistic ethnic diversity causes perceived gap achievement schools highly affected spanishspeaking students participating programs bilingual education study examines existing data state colorado regard student achievement compares data teacher policy maker perceptions latino spanishspeaking students bilingual education programs results indicate teachers policy makers largely adhere notion gap achievement spanishspeaking students colorado students language particular problem studentachievement data colorado student assessment program however indicate spanish speakers englishlanguage acquisitionbilingual classrooms among highest performing students schools furthermore findings study challenge teacher educators teachers critical interpreting results highstakes tests