White individuals can play a key role in the realization of an education policy and can drastically impact how a policy is implemented because of their resources and the status that come with associating with the privileged racial group in the current racial hierarchy that exists in the United States. Several education policies, such as school…

Currently there is a gap in research literature that displays examples of how central office and building level administrators interact, collaborate, and make decisions concerning dual language immersion programs. This qualitative single case study attempts to answer the following questions concerning this problem of practice: What are the forms…

Among the various forms of bilingual education in the United States, dual language immersion education has grown rapidly during the past decades (Lindholm-Leary, 2001; Wilson, 2011). Particularly, while the implementation of Mandarin Chinese immersion programs attracted educators and stakeholders' interest, limited attention was paid to research…

This three-article dissertation examined how policy choices in three key policy areas -- initial enrollment, service provision, and reclassification -- impact English learner (EL)-classified students. The first article examined the national landscape of state statutes, regulations, and state education agencies' (SEA) guidance that support…

Dual-language immersion is an educational practice in which "literacy and content instruction" is provided in two languages at school (Howard et al., 2007, p.1). The students in these programs have been the center of many studies including student literacy development (Genesee & Jared, 2008), academic achievement (Lindholm-Leary,…

In 2007, Arizona voters passed House Bill (HB) 2064, a law that fundamentally restructured the Structured English Immersion (SEI) program, putting into place a 4-hour English language development (ELD) block for educating English language learners (ELLs). Under this new language policy, ELL students are segregated from their English-speaking peers…

This study explores No Child Left Behind's required timetable for English language learners (ELLs) to reach English language proficiency within five years, as outlined in the Annual Measurable Achievement Outcomes (AMAOs), despite the lack of research evidence to support this as a reasonable expectation. Analysis was conducted on the archived data…