Researchers at the University of Arizona have updated a provocative study on the Tucson, Ariz., school district’s controversial Mexican-American studies program that reaches the same conclusion: Students who took part in ethnic-studies courses were more likely to graduate from high school and pass standardized exams they had previously failed.
In the updated analysis, researchers put the results through the peer-review process at the American Educational Research Journal. The new report, which appears in the December issue of the journal, includes additional data on the outcomes for students in the Mexican-American studies program.
