School Boards' Approach to Policy Making for English Language Learners in the U.S. Mountain West

• In Event: Educational Equity and Local Politics

Abstract

The purpose of this study is to examine how school boards address policies and practices for English language learners (ELLs). Using the social construction theory for policy design, this multiple-case study includes data from three sites located in the U.S. Mountain West. Preliminary results found that ELL policies are largely established by federal and state governments even though local school boards are often pressured by community groups to address the education of ELLs. However, school board tend to perceive ELLs as negatively impacting school districts, resulting in policies and practices that are deficit-based. These findings suggest that while school boards are a significant democratic link, they are unwilling, and in some cases unable, to adequately address inequities faced by ELLs.

Author

• Carrie Sampson, University of Nevada - Las Vegas