Dual language instructional models have great potential to create inclusive learning environments for traditional under-served students and boost student outcomes. However, principals face many barriers to implementation. One of the key challenges is aligning resources to ensure that the school has (a) an appropriate number of certificated teachers, (b) effective professional development for teachers, (c) staffing to work with the local community to garner buy-in from parents, and (d) adequate curricular materials in two languages. This case study demonstrates that successful implementation of dual language may require substantial reallocation of resources, without necessarily creating additional expenditures in the budget.
AngristJ. D.LavyV. (1999). Using Maimonides’ rule to estimate the effect of class size on scholastic achievement. Quarterly Journal of Economics, 114, 533-575.
2.
BakerB. D. (2012). Revisiting that age-old question: Does money matter in education?Washington, DC: Albert Shanker Institute.
3.
BlazarD. (2015). Grade assignments and the teacher pipeline: A low-cost lever to improve student achievement?Educational Researcher, 44, 213-227.
Darling-HammondL.WeiR. C.AndreeA.RichardsonN.OrphanosS. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council and The School Redesign Network at Stanford University.
6.
DeMatthewsD.IzquierdoE. (2016). School leadership for dual language education: A social justice approach. The Educational Forum, 80(3), 278-293.
7.
DeeT. S.WestM. R. (2011). The non-cognitive returns to class size. Educational Evaluation and Policy Analysis, 33, 23-46.
8.
DesimoneL. M.PorterA. C.GaretM. S.YoonK. S.BirmanB. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24, 81-112.
9.
GrubbN. (2009).The money myth: School resources, outcomes, and equity: School resources, outcomes, and equity. New York, NY: Russell Sage.
10.
HanushekE. A. (1997). Assessing the effects of school resources on student performance: An update. Educational Evaluation and Policy Analysis, 19, 141-164.
11.
HillH. C. (2015). Review of the mirage: Confronting the hard truth about our quest for teacher development. Boulder, CO: National Education Policy Center.
12.
HoxbyC. M. (2000). The effects of class size on student achievement: New evidence from population variation. Quarterly Journal of Economics, 115, 1239-1285.
13.
JacksonC. K.JohnsonR.PersicoC. (2014, May). The effect of school finance reforms on the distribution of spending, academic achievement, and adult outcomes (Working paper no. w20118). Washington, DC: National Bureau of Economic Research.
14.
KnightD. S. (2010). The economic cost of instructional coaching. Master’s Thesis, University of Kansas.
15.
KruegerA. B. (1999). Experimental estimates of education production functions. Quarterly Journal of Economics, 114, 497-532.
16.
LevinH. M.BelfieldC.HollandsF.BowdenA. B.ChengH.ShandR.. . . Hanisch-CerdaB. (2012). Cost-effectiveness analysis of interventions that improve high school completion. New York, NY: Center for Benefit-Cost Studies of Education, Teachers College, Columbia University.
17.
MilesK. H.Darling-HammondL. (1998). Rethinking the allocation of teaching resources: Some lessons from high-performing schools. Educational Evaluation and Policy Analysis, 20, 9-29.
18.
MilesK. H.OddenA.FermanichM.ArchibaldS. (2004). Inside the black box of school district spending on professional development: Lessons from five urban districts. Journal of Education Finance, 30, 1-26.
19.
The New Teacher Project. (2015). The mirage: Confronting the hard truth about our quest for teacher development. Washington, DC: Author.
20.
NyeB.HedgesL. V.KonstantopoulosS. (2004). Do minorities experience larger lasting benefits from small classes? Evidence from a five-year follow-up of the Tennessee class size experiment. Journal of Educational Research, 98, 94-100.
21.
OstB.SchimanJ. C. (2015). Grade-specific experience, grade reassignments, and teacher turnover. Economics of Education Review, 46, 112-126.
22.
TheoharisG.O’TooleJ. (2011). Leading inclusive ELL: Social justice leadership for English language learners. Educational Administration Quarterly, 47, 646-688.
23.
ValenzuelaA. (2010). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.
24.
YoonK. S.DuncanT.LeeS. W. Y.ScarlossB.ShapleyK. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007-No. 033). Washington, DC: U.S. Department of Education, Regional Educational Laboratory Southwest.
