Collection of essays focuses on theory, research and practice in the education of diverse student population in K-12 mainstream classrooms. Contributors to the volume discuss the pedagogical and political aspects of the language minority students in high quality mainstream education. Describing Latino, Somali, Cambodian, and Cape Verdean students chapters examine (a) the impact of high-stakes standardized assessments on language minority students; (b) best teaching strategies in linguistically and culturally diverse classrooms; and (c) effective teacher programs to adress the professional needs of teachers to teach linguistically and culturally diverse students.