Equity and Excellence Among Arizona School Leaders: Encouraging Integration within a Segregative Policy Context

Angela Cruze, Francesca López

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

We present case studies of elementary school leaders in an Arizona district with a large enrollment of Latinx Spanish-speaking students who qualify for English language development services. The Culturally and Linguistically Diverse Leadership dimensions are used as a lens to examine how school leaders navigate Arizona’s restrictive language policies to support dual language learners’ (DLLs’) academic achievement and integration. Our analysis revealed the school leaders exhibited equity and excellence for DLLs in their leadership practices, working in opposition to the restrictive policy context through educator collaboration and curriculum design, valuing bilingualism, and integrating DLLs’ culture and language into the school community.

Original languageEnglish (US)
Pages (from-to)81-103
Number of pages23
JournalLeadership and Policy in Schools
Volume19
Issue number1
DOIs
StatePublished - Jan 2 2020

All Science Journal Classification (ASJC) codes

  • Education
  • Strategy and Management

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