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For public schools in the United States, educating immigrant children can prove a challenge particularly at the high school level.

Schools and teachers need the flexibility to design customized programs to fit ELs' individual goals and needs. This attitude shift informs a program out of UCLA that shows teachers how to focus on each student's progress in learning English.

In this issue of "Voices in Urban Education" authors explore how bringing multiple stakeholders together to examine disparities, exclusionary policies, and punitive practices - and to work collaboratively toward designing interventions - has the great potential to create positive and healt