Mid-level leaders as key policy interpreters: state and local leaders’ perspectives on leveraging Castañeda to expand equity for English learner students
Tóm tắt
With the 5th Circuit Court of Appeals’ decision in Castañeda v. Pickard, for the first time, educators and advocates saw the potential to ensure educational equity for EL students. In spirit, Castañeda offered federal oversight in the provision of educational services for EL-identified students. Castañeda’s three prongs attended to the importance of EL educational inputs i.e., program quality and implementation and outputs, i.e., EL student achievement. In the present study, we highlight the importance of understanding the perspectives of those most closely charged with interpreting Castañeda for implementation, the state and local educational agency (SEA and LEA, respectively) leaders who oversee EL educational programs and services. We used a qualitative multiple case study design and collected interview data from 17 SEA and LEA EL leaders in three states. Discussions focused on how EL leaders draw upon Castañeda to inform their efforts to serve EL students, what these leaders see as its affordances and constraints, and how future leaders might better leverage Castañeda to improve educational equity for EL students. Insights suggest that these leaders—and their states—have adopted the principles of Castañeda into their EL guidance policies and documents, that they leverage Castañeda’s legal grounding to motivate and guide school site educators to engage in equitable practices for EL students, and that they employ its three-pronged approach to create a roadmap for EL guidance. We close with recommendations and guiding questions for EL leaders in other contexts.
Tài liệu tham khảo
Batalova, J., & Zong, J. (2016). Language diversity and English proficiency in the United States. Retrieved from Washington, DC. https://www.migrationpolicy.org/article/language-diversity-and-english-proficiency-united-states-2015#Language_Diversity.
Bilingual Education Act. (1968). Pub. L. No. PL 90–247, 816 Stat.
Brinkmann, S., & Kvale, S. (2015). Interviews: Learning the craft of qualitative research interviewing (Vol. 3). Sage.
Callahan, R. M., Gautsch, L., Hopkins, M., & Unda, M. (2020). Equity and state immigrant inclusivity: English learner education in ESSA. Educational Policy, Online First: https://doi.org/10.1177/0895904820925819
Callahan, R. M., & Hopkins, M. (2017). Using ESSA to improve secondary English learners’ opportunities to learn through course taking. Journal of School Leadership, 27(5), 755–766.
Callahan, R. M., & Shifrer, D. (2016). Equitable access for secondary English learner students: Course taking as evidence of EL program effectiveness. Educational Administration Quarterly, 52(3), 463–496.
Coburn, C. E. (2001). Collective sense making about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), 145–170.
Conaway, C. (2021). Research and practice, meet the state education agency. Phi Delta Kappan, 102(7), 30–33.
Conaway, C., Keesler, V., & Schwartz, N. (2015). What research do state education agencies really need? The promise and limitations of state longitudinal data systems. Educational Evaluation and Policy Analysis, 37(1S), 16S-28S.
Connolly, M., James, C., & Fertig, M. (2019). The difference between educational management and educational leadership and the importance of educational responsibility. Educational Management Administration & Leadership, 47(4), 504–519.
Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The Counseling Psychologist, 35(2), 236–264.
Davis, E. (2006). Unhappy parents of limited English proficient students: What can they really do. Journal of Law & Education, 35(2), 277–288.
Del Valle, S. (2003). Bilingual education: Learning and politics in the classroom. In Language rights and law in the United States: Finding our voices (pp. 217–274). Multilingual Matters.
DeMatthews, D. E., & Izquierdo, E. (2018). The importance of principals supporting dual language education: A social justice leadership framework. Journal of Latinos and Education, 17(1), 53–70.
DeMatthews, D. E., & Izquierdo, E. (2020). Leadership for social justice and sustainability: A historical case study of a high-performing dual language school along the U.S.-Mexico border. Journal of Education for Students Placed at Risk (JESPAR), 25(2), 164–182.
Ee, J., & Gándara, P. C. (2020). The impact of immigration enforcement on the nation’s schools. American Educational Research Journal, 57(2), 840–871.
Elementary and Secondary Education Act of 1965, Pub. L. No. 89–10 § 20 U.S.C. ch. 70, 79 Stat. 27 Stat. (1965).
Equal Educational Opportunities Act (EEOA). (1974). 20 U.S.C. §§ 1701–1721, 1751–1758.
Every Student Succeeds Act (ESSA). (2015). Pub. L. No. 114-95, S. 1177—114th Congress Stat.
Farley-Ripple, E., & Jones, A. R. (2015). Educational contracting and the translation of research into practice: The case of data coach vendors in delaware. International Journal of Education Policy and Leadership, 10(2), 1–18.
Flores, R. D. (2017). Do anti-immigrant laws shape public sentiment? A study of Arizona’s SB 1070 using Twitter data. American Journal of Sociology, 123(2), 333–384.
Gamson, D. A., & Hodge, E. M. (2016). Education research and the shifting landscape of the American school district, 1816 to 2016. Review of Research in Education, 40(1), 216–249.
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Sociology Press.
González-Carriedo, R. (2014). Ideologies of the press in regard to English language learners: A case study of two newspapers in Arizona. Critical Inquiry in Language Studies, 11(2), 121–149.
Hakuta, K. (2020). A policy history of leadership dilemmas in English learner education. Leadership and Policy in Schools, 19(1), 6–9.
Hamann, E. T., & Harklau, L. (2010). Education in the new Latino diaspora. Handbook of Latinos and education: Theory, research, and practice, pp. 157–169.
Honig, M. I. (2003). Building policy from practice: District central office administrators’ roles and capacity for implementing collaborative education policy. Educational Administration Quarterly, 39(3), 292–338.
Honig, M. I. (2006). Street-level bureaucracy revisited: Frontline district central-office administrators as boundary spanners in education policy implementation. Educational Evaluation and Policy Analysis, 28(4), 357–383.
Honig, M. I. (2009). No small thing: School district central office bureaucracies and the implementation of new small autonomous schools initiatives. American Educational Research Journal, 46(2), 387–422.
Hopkins, M., Lowenhaupt, R., & Sweet, T. M. (2015). Organizing English Learner instruction in new immigrant destinations: District infrastructure and subject-specific school practice. American Educational Research Journal, 52(3), 408–439.
Hopkins, M., Wiley, K. E., Penuel, W. R., & Farrell, C. C. (2018). Brokering research in science education policy implementation: The case of a professional association. Evidence & Policy: A Journal of Research, Debate and Practice, 14(3), 459–476.
Hopkins, M., Thompson, K. D., Linquanti, R., Hakuta, K., & August, D. (2013). Fully accounting for English learner performance: A key issue in ESEA reauthorization. Educational Researcher, 42(2), 101–108.
Johnson, D. C., Stephens, C., Nelson, J., & Johnson, E. (2018). Violating Lau: Sheltered English Instruction programs and equal educational opportunity. Journal of Education Policy, 33(4), 488–509.
Lau v. Nichols. (1974). 414 U.S. 563.
Le, Q.T., & Polikoff, M. (2020). The effects of English language development curriculum materials on students’ English proficiency. (EdWorkingPaper: 20–222). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/fhbb-bt82.
Lhamon, C., & Gupta, V. (2015). Dear colleague letter: English learner students and limited English proficient parents. Washington, D.C.: U.S. Department of Justice and U.S. Department of Education.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE.
Lipsky, M. (2010). Street-level bureaucracy: Dilemmas of the individual in public service. Russell Sage Foundation.
Lipsky, M. (1969). Toward a theory of street-level bureaucracy. Institute for Research on Poverty, The University of Wisconsin.
Marschall, M. J., Rigby, E., & Jenkins, J. (2011). Do state policies constrain local actors? The impact of English only laws on language instruction in public schools. Publius: The Journal of Federalism, 41(4), 586–609.
Massell, D., Goertz, M. E., & Barnes, C. A. (2012). State education agencies’ acquisition and use of research knowledge for school improvement. Peabody Journal of Education, 87(5), 609–626.
Mattheis, A. (2017). Central district office leadership for diversity and equity: Constraints and opportunities for policy intermediaries. Journal of School Leadership, 27(4), 521–552.
Mavrogordato, M., & White, R. (2020). Leveraging policy implementation for social justice: How school leaders shape educational opportunity when implementing policy for English learners. Educational Administration Quarterly, 56(1), 3–45.
Menken, K. (2008). English learners left behind: Standardized testing as language policy. Multilingual Matters.
Menken, K., Kleyn, T., & Chae, N. (2012). Spotlight on “long-term English language learners”: Characteristics and prior schooling experiences of an invisible population. International Multilingual Research Journal, 6(2), 121–142.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE.
Mitani, H. (2018). Principals’ working conditions, job stress, and turnover behaviors under NCLB accountability pressure. Educational Administration Quarterly, 54(5), 822–862.
Montgomery, S. E. (2019). Addressing the needs of North Carolina’s English learning students. Policy Brief. North Carolina Justice Center for Education and Law Project.
No Child Left Behind Act (NCLB). (2001). Pub. L. No. 107–110, § 115, Stat. 1425 C.F.R.
Olsen, L. (2010). Reparable harm: Fulfilling the unkept promise of educational opportunity for California’s long term English learners. Californians Together.
Olsen, R. E. W. B. (1989). A survey of limited English proficient (LEP) student enrollments and identification criteria. TESOL Quarterly, 23(3), 469–488.
Patton, M. Q. (1980). Qualitative evaluation methods. SAGE.
Patton, M. Q. (2002). Qualitative research and evaluation methods. SAGE.
Sutton, L. C., Cornelius, L., & McDonald-Gordon, R. (2012). English language learners and judicial oversight: Progeny of “Castañeda.” Educational Considerations, 39(2), 30–37.
U.S. Department of Education [USED]. English learner toolkit for state and local education agencies. Retrieved from https://ncela.ed.gov/files/english_learner_toolkit/OELA_2017_ELsToolkit_508C.pdf.
Sampson, C. (2019). “The state pulled a fast one on us”: A critical policy analysis of state-level policies affecting English learners from district-level perspectives. Educational Policy, 33(1), 158–180.
Spillane, J. P., Diamond, J. B., Burch, P., Hallett, T., Jita, L., & Zoltners, J. (2002). Managing in the middle: School leaders and the enactment of accountability policy. Educational Policy, 16(5), 731–762.
Spillane, J. P., & Zeuli, J. S. (1999). Reform and teaching: Exploring patterns of practice in the context of national and state mathematics reform. Educational Evaluation and Policy Analysis, 21(1), 1–27.
Umansky, I. M., Hopkins, M., Dabach, D. B., Porter, L., Thompson, K. D., & Pompa, D. (2018). Understanding and supporting the educational needs of recently arrived immigrant English learner students: Lessons for state and local education agencies. Council of Chief State School Officers.
Winders, J. (2012). Seeing immigrants: Institutional visibility and immigrant incorporation in new immigrant destinations. The Annals of the American Academy of Political and Social Science, 641(1), 58–78.