<?xml version="1.0" encoding="UTF-8"?>
<feed xmlns="http://www.w3.org/2005/Atom" xmlns:dc="http://purl.org/dc/elements/1.1/">
<title>Position Papers</title>
<link href="http://publications.nclr.org/handle/123456789/10" rel="alternate"/>
<subtitle/>
<id>http://publications.nclr.org/handle/123456789/10</id>
<updated>2021-04-10T17:27:35Z</updated>
<dc:date>2021-04-10T17:27:35Z</dc:date>
<entry>
<title>Toward a More Perfect Union: Understanding Systemic Racism and Resulting Inequity in Latino Communities</title>
<link href="http://publications.nclr.org/handle/123456789/2128" rel="alternate"/>
<author>
<name>UnidosUS</name>
</author>
<id>http://publications.nclr.org/handle/123456789/2128</id>
<updated>2021-04-08T19:34:32Z</updated>
<published>2021-04-08T00:00:00Z</published>
<summary type="text">Toward a More Perfect Union: Understanding Systemic Racism and Resulting Inequity in Latino Communities
UnidosUS
Even though the United States has abolished the most egregious, formal examples of structural racism, their legacy, as well as more subtle forms of exclusion, persist. The effects of this history on Latinos are widespread; many Hispanics struggle with inequity across all aspects of daily life despite hard work. However, a root cause of this inequality—structural racism—and how it applies to Hispanics is not widely known, even by many Latinos.; This paper offers a “primer,” the first of a series, detailing historical examples of systemic racism against Hispanics across selected areas and how this phenomenon persists and affects the well-being of Latinos today.
</summary>
<dc:date>2021-04-08T00:00:00Z</dc:date>
</entry>
<entry>
<title>The Latino Community in the Time of Coronavirus: The Case for a Broad and Inclusive Government Response</title>
<link href="http://publications.nclr.org/handle/123456789/2066" rel="alternate"/>
<author>
<name>UnidosUS</name>
</author>
<id>http://publications.nclr.org/handle/123456789/2066</id>
<updated>2020-11-18T17:49:42Z</updated>
<published>2020-07-09T00:00:00Z</published>
<summary type="text">The Latino Community in the Time of Coronavirus: The Case for a Broad and Inclusive Government Response
UnidosUS
On March 11, 2020, COVID-19 was declared a pandemic by the World Health Organization followed by the United States declaring a national emergency two days later. Over the course of the ensuing 120 days, COVID-19 initiated an unprecedented global health and economic crisis with severe impacts on the nation; indeed, according to the Centers for Disease Control and Prevention (CDC), as of July 1, 2020, there were more than 2.62 million confirmed cases and more than 127,000 deaths attributed to the disease.; In this report, UnidosUS documents how the Latino community is withstanding disparate health and economic impacts from the pandemic, while considering some of the preexisting economic and health vulnerabilities that the Latino community faced prior to federal, state, and local government responses to the pandemic. It then examines the scope and composition of Latino and immigrant communities left out of recent legislative pandemic recovery efforts. And, finally it calls on our leaders to enact expansive and deliberate policies to provide relief for all communities in the interest of achieving a swift and sustainable recovery that avoids widening disparities between Latinos and other racial and ethnic groups in America.
</summary>
<dc:date>2020-07-09T00:00:00Z</dc:date>
</entry>
<entry>
<title>A Generation at Risk: The Impact of  Immigration Enforcement on UnidosUS-Affiliated Classrooms and Educators</title>
<link href="http://publications.nclr.org/handle/123456789/2024" rel="alternate"/>
<author>
<name>UnidosUS</name>
</author>
<id>http://publications.nclr.org/handle/123456789/2024</id>
<updated>2020-05-20T18:11:59Z</updated>
<published>2020-03-06T00:00:00Z</published>
<summary type="text">A Generation at Risk: The Impact of  Immigration Enforcement on UnidosUS-Affiliated Classrooms and Educators
UnidosUS
Despite educational gains in recent decades for many Latino students, there are still significant barriers to universal quality education in the U.S.; among these are the stresses of current U.S. immigration policy and political discourse, which serve as negative multipliers to pre-existing social, economic, and health inequities. This report captures the experiences of educators in UnidosUS K-12 programs across the U.S. to document the effects of immigration policy on UnidosUS-affiliated students’ well-being and classroom climates.
</summary>
<dc:date>2020-03-06T00:00:00Z</dc:date>
</entry>
<entry>
<title>Native Language Assessment Programs</title>
<link href="http://publications.nclr.org/handle/123456789/1990" rel="alternate"/>
<author>
<name>UnidosUS</name>
</author>
<id>http://publications.nclr.org/handle/123456789/1990</id>
<updated>2020-03-09T19:01:48Z</updated>
<published>2019-10-22T00:00:00Z</published>
<summary type="text">Native Language Assessment Programs
UnidosUS
Establishing Native Language Assessment (NLAs) programs allow English Learners (ELs) who have not&#13;
yet achieved a high level of English proficiency to take certain standardized tests in their native language instead of English.
</summary>
<dc:date>2019-10-22T00:00:00Z</dc:date>
</entry>
</feed>
