Additive Schooling in Subtractive Times documents the unusually
successful efforts of one New York City high school to educate
Dominican immigrant youth, at a time when Latino immigrants
constitute a growing and vulnerable population in the nation's
secondary schools. Based on four and a half years of qualitative
research, the book examines the schooling of teens in the Dominican
Republic, the social and linguistic challenges the immigrant teens
face in Washington Heights, and how Gregorio Luperon High School
works with the community to respond to those challenges. The staff
at Luperon see their students as emergent bilinguals and adhere to
a culturally and linguistically additive approach.
After offering a history of the school's formation, the authors
detail the ways in which federal No Child Left Behind policies, New
York State accountability measures, and New York City's educational
reforms under Mayor Bloomberg have complicated the school's
efforts. The book then describes the dynamic bilingual pedagogical
approach adopted within the school to help students develop
academic Spanish and English. Focusing on the lives of twenty
immigrant youth, Bartlett and Garcia also show that, although the
school achieves high completion rates, the graduating students
nevertheless face difficult postsecondary educational and work
environments that too often consign them to the ranks of the
working poor.
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