Principals have the power to ensure English-language learners get an equitable education, but many don’t realize how much influence they wield, a new study on school leadership concludes.
Researchers from Michigan State University and Old Dominion University conducted case studies of ELL reclassification meetings in eight Texas elementary schools.
The authors found that well-informed leaders with a thorough understanding of policies were better equipped to push for equity, while leaders with only a superficial understanding of policy were “more concerned with compliance procedures and ... unaware of areas of flexibility that afford opportunities to implement the policy so as to promote equity in education.”
