Abstract
This study explores the ways and extent to which school leaders engage in street-level policymaking to meet the needs of immigrant students in North Carolina and the factors which contribute to and inhibit this capacity. Utilizing portraiture, the study provides an examination of two school leaders in an urban and rural school district. Findings show that positionality, individual expertise, collective leadership, policy awareness and communal understanding are essential to street-level policymaking. Recommendations include diversifying school personnel, investing in community outreach, policy and cultural competency trainings, and increasing school leaders’ autonomy by removing institutional constraints.
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