This fictional case narrative based on real-world challenges explores and builds upon prior research on the complex issue of multilingual learner–English learner1 (ML-EL) program services in rural or low ML-EL incidence2 school districts.3 The lack of funding, accountability, and trained ML-EL program administrators has expanded school districts’ challenges as they seek to serve an increasingly diversified population. This case illustrates how several rural school districts support ML-EL students and families.4 Grounded in loose coupling and critical race theory, the case activities encourage students to examine the facts of the case from the prospective of a school administrator.
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2.
BartlettC.CallahanR.MavrogordatoM. (2024). Beyond a transformative approach and deep understanding: External factors and mid-level leaders’ policy implementation to expand equity for English learners. Educational Administration Quarterly, 60(2), 151-190. https://doi-org.ezproxy.uvm.edu/10.1177/0013161X241230296
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Bilingual Education Act of 1968, 20 U.S.C. § 880b-6 (1968).
5.
CallahanR.GautschL.HopkinsM.Carmen UndaM. D. (2022). Equity and State immigrant inclusivity: English learner education in ESSA. Educational Policy, 36(5): 1011–1053. https://doi.org/10.1177/0895904820925819
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Castañeda v. Pickard. (1981) 648 F.2d 989.
8.
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11.
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GándaraP. (2015). Charting the relationship of English learners and the ESEA: One step forward, two steps back. RSF: The Russell Sage Foundation Journal of the Social Sciences, 1(3), 112. https://doi.org/10.7758/rsf.2015.1.3.06
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16.
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21.
Lau v. Nichols. (1974). 414 U.S. 563.
22.
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LönngrenJ.van PoeckK. (2020). Wicked problems: A mapping review of the literature. International Journal of Sustainable Development & World Ecology, 28(6), 481–502. https://doi.org/10.1080/13504509.2020.1859415
MavrogordatoM.CallahanR.BartlettC. (2022). Mid-level leaders as key policy interpreters: State and local leaders’ perspectives on leveraging Castañeda to expand equity for English learner students. Language Policy, 21(3), 331–355. https://doi.org/10.1007/s10993-021-09605-0
SalazarP. S. (2007). The professional development needs of rural high school principals: A seven-state study. The Rural Educator, 28(3), 20–27. https://doi.org/10.35608/ruraled.v28i3.475
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ZhaoY.WehmeyerM.BashamJ.HansenD. (2019). Tackling the wicked problem of measuring what matters: Framing the questions. ECNU Review of Education, 2(3), 262–278. https://doi.org/10.1177/2096531119878965
