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Using longitudinal and cross-sectional analyses with data from the Stanford Educational Data Archive, Civil Rights Data Collection, and Transactional Records Access Clearinghouse, the research links higher deportation counts within 25 miles to larger White-Latino/a gaps in math achievement and chronic absenteeism. No associations appear for English language arts achievement or bullying rates. Implications target researchers, policymakers, and school leaders.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the study examine about deportations and schools?","Question",{"text":63,"@type":64},"It examines associations between deportations occurring near school districts and racial/ethnic gaps in educational outcomes, focusing on White-Latino/a disparities.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which data sources are used in the analysis?",{"text":68,"@type":64},"The study uses the Stanford Educational Data Archive, the Civil Rights Data Collection, and the Transactional Records Access Clearinghouse.",{"name":70,"@type":61,"acceptedAnswer":71},"What outcomes show links to nearby deportations?",{"text":72,"@type":64},"More deportations within 25 miles are associated with larger gaps in math achievement and higher rates of chronic absenteeism.",{"name":74,"@type":61,"acceptedAnswer":75},"Are effects found for English language arts achievement and bullying?",{"text":76,"@type":64},"No associations are found for gaps in English language arts achievement or for rates of 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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2020. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nDeportations Near the Schoolyard: Examining Immigration Enforcement and Racial/Ethnic Gaps in Educational Outcomes  \nJ. Jacob Kirksey  \nCarolyn Sattin-Bajaj  \nMichael A. Gottfried  \nJennifer Freeman  \nChristopher S. Ozuna  \nUniversity of California, Santa Barbara  \nWith increased tensions and political rhetoric surrounding immigration enforcement in the United States, schools are facing greater challenges in ensuring support for their students of immigrant and Latino/a origin. This study examined the associations between deportations near school districts and racial/ethnic gaps in educational outcomes in school districts across the country. With data from the Stanford Educational Data Archive, the Civil Rights Data Collection, and the Transactional Records Access Clearinghouse, this study used longitudinal, cross-sectional analyses and found that in the years when districts had more deportations occurring within 25 miles, White-Latino/a gaps were larger in math achievement and rates of chronic absenteeism. No associations were found for gaps in English language arts achievement or rates of bullying. Implications for researchers, policymakers, and school leaders are discussed.  \nKeywords: accountability, educational policy, immigration/immigrants, Latino/a, Hispanic, longitudinal studies, secondary data analysis  \nSchoolS are at the forefront of the current national immigration crisis. Current estimates indicate that 10.7 million people, just over half of whom are of Mexican origin, are living in the United States without formal legal status (Passel & Cohn, 2018) . Roughly 675,000 children under the age of 18 years are included in this total (Passel & Cohn, 2018) . Moreover, approximately 5 million children, or 7% of all children enrolled in public and private K–12 schools in the United States, are living with at least one undocumented parent (Passel & Cohn, 2018) . Immigration policies, including those that govern enforcement, thus have the potential to exert widespread influence on the lives of millions of students in U.S. schools, particularly immigrant-origin and/or Latino/a students, whose families are often the direct targets of vitriolic political rhetoric and punitive policies (Chaudryet al., 2010; Dreby, 2015). This study examined the relationship between the deportations conducted by the Office of Immigration and Customs Enforcement (ICE) and racial/ ethnic gaps in educational outcomes in school districts across the United States between 2009 and 2016. Our study examined the extent of these associations within a framework that focuses on the large potential for exacerbated gaps between White and Latino/a students.  \nBetween 2009 and 2016, nearly 5.3 million people were deported, more than half a million of whom were parents of  \nU.S.-citizen children (Chishti et al., 2017) . These figures reflect a dramatically stepped up deportation operation, resulting in critics disapprovingly naming President Barack Obama the “Deporter in Chief.” Part of this increase in deportations resulted from the Secure Communities policy, which was in place between 2008 and 2013. It required local and state law enforcement agencies to automatically submit the fingerprints of arrested individuals totheU.S. Department of Homeland Security’s Automated Biometric Identification System to identify people who were “unlawfully present in the U.S. or otherwise removable”(U.S. Office of Immigration and Customs Enforcement, 2018) . The Secure Communities policy was suspended in November 2014 and replaced by the 2014 Priorities Enforcement Program, which more narrowly targeted unauthorized immigrants who had been convicted of serious crim","cbCaieQkHOL2ODY1","https://ap.wps.com/l/cbCaieQkHOL2ODY1","pdf",651742,18,"English","# Introduction\n## Data and Method\n## Key Findings\n## Policy and Practice Implications","[{\"question\":\"What does the study examine about deportations and schools?\",\"answer\":\"It examines associations between deportations occurring near school districts and racial/ethnic gaps in educational outcomes, focusing on White-Latino/a disparities.\"},{\"question\":\"Which data sources are used in the analysis?\",\"answer\":\"The study uses the Stanford Educational Data Archive, the Civil Rights Data Collection, and the Transactional Records Access Clearinghouse.\"},{\"question\":\"What outcomes show links to nearby deportations?\",\"answer\":\"More deportations within 25 miles are associated with larger gaps in math achievement and higher rates of chronic absenteeism.\"},{\"question\":\"Are effects found for English language arts achievement and bullying?\",\"answer\":\"No associations are found for gaps in English language arts achievement or for rates of bullying.\"}]","Deportations Near the Schoolyard - Examining Immigration Enforcement and Racial/Ethnic Gaps in Educational Outcomes | PDF",1792068486,45]