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'We Still Have a Long Way to Go': How State Education Leaders' Understanding and Engagement Shapes English Learner Identification of Indigenous Students

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Title: 'We Still Have a Long Way to Go': How State Education Leaders' Understanding and Engagement Shapes English Learner Identification of Indigenous Students
Language: English
Authors: Ilana M. Umansky (ORCID 0000-0001-9907-834X), Taiyo Itoh
Source: AERA Open. 2024 10(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Indigenous Populations, State Departments of Education, English Language Learners, Federal Regulation, Laws, Equal Education, Tribes, Leadership, Educational Policy, State Policy, Ability Identification, American Indians, Elementary Secondary Education, Multilingualism, School Effectiveness
Geographic Terms: Alaska, Arizona, California, Colorado, Connecticut, Delaware, Indiana, Louisiana, Maine, Maryland, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, New York, Oregon, Pennsylvania, Rhode Island, Texas, Utah, Vermont, Virginia, Washington
ISSN: 2332-8584
Abstract: Federal law defines English learner (EL) eligibility differently for Indigenous, compared to non-Indigenous, students, allowing for broader entry into the EL category, along with its accompanying resources and services. We interviewed EL leaders from 25 state departments of education to learn about their level of understanding of the differentiated definition and their work to interpret and implement it. Drawing upon and expanding recent conceptual frameworks, we explored how EL leaders' knowledge about and engagement with EL constituents influence their ability to interpret and implement policy in equity-expansive ways. We found that many EL leaders had little understanding of the federal law and weak engagement with Indigenous Tribes and communities, both of which limited their work. In states where leaders had deeper knowledge and engagement, they were more actively interpreting and implementing federal law, particularly with the aim of increasing Indigenous EL-classified students' access to heritage language and culturally-sustaining programs.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1455096
Database: ERIC
FullText Text:
  Availability: 0
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  Data: 'We Still Have a Long Way to Go': How State Education Leaders' Understanding and Engagement Shapes English Learner Identification of Indigenous Students
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  Data: <searchLink fieldCode="AR" term="%22Ilana+M%2E+Umansky%22">Ilana M. Umansky</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9907-834X">0000-0001-9907-834X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Taiyo+Itoh%22">Taiyo Itoh</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2024 10(1).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 19
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  Data: 2024
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22State+Departments+of+Education%22">State Departments of Education</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Regulation%22">Federal Regulation</searchLink><br /><searchLink fieldCode="DE" term="%22Laws%22">Laws</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Tribes%22">Tribes</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22State+Policy%22">State Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Ability+Identification%22">Ability Identification</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indians%22">American Indians</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22School+Effectiveness%22">School Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Alaska%22">Alaska</searchLink><br /><searchLink fieldCode="DE" term="%22Arizona%22">Arizona</searchLink><br /><searchLink fieldCode="DE" term="%22California%22">California</searchLink><br /><searchLink fieldCode="DE" term="%22Colorado%22">Colorado</searchLink><br /><searchLink fieldCode="DE" term="%22Connecticut%22">Connecticut</searchLink><br /><searchLink fieldCode="DE" term="%22Delaware%22">Delaware</searchLink><br /><searchLink fieldCode="DE" term="%22Indiana%22">Indiana</searchLink><br /><searchLink fieldCode="DE" term="%22Louisiana%22">Louisiana</searchLink><br /><searchLink fieldCode="DE" term="%22Maine%22">Maine</searchLink><br /><searchLink fieldCode="DE" term="%22Maryland%22">Maryland</searchLink><br /><searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink><br /><searchLink fieldCode="DE" term="%22Minnesota%22">Minnesota</searchLink><br /><searchLink fieldCode="DE" term="%22Mississippi%22">Mississippi</searchLink><br /><searchLink fieldCode="DE" term="%22Missouri%22">Missouri</searchLink><br /><searchLink fieldCode="DE" term="%22Montana%22">Montana</searchLink><br /><searchLink fieldCode="DE" term="%22Nebraska%22">Nebraska</searchLink><br /><searchLink fieldCode="DE" term="%22New+York%22">New York</searchLink><br /><searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink><br /><searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink><br /><searchLink fieldCode="DE" term="%22Rhode+Island%22">Rhode Island</searchLink><br /><searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink><br /><searchLink fieldCode="DE" term="%22Utah%22">Utah</searchLink><br /><searchLink fieldCode="DE" term="%22Vermont%22">Vermont</searchLink><br /><searchLink fieldCode="DE" term="%22Virginia%22">Virginia</searchLink><br /><searchLink fieldCode="DE" term="%22Washington%22">Washington</searchLink>
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  Data: 2332-8584
– Name: Abstract
  Label: Abstract
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  Data: Federal law defines English learner (EL) eligibility differently for Indigenous, compared to non-Indigenous, students, allowing for broader entry into the EL category, along with its accompanying resources and services. We interviewed EL leaders from 25 state departments of education to learn about their level of understanding of the differentiated definition and their work to interpret and implement it. Drawing upon and expanding recent conceptual frameworks, we explored how EL leaders' knowledge about and engagement with EL constituents influence their ability to interpret and implement policy in equity-expansive ways. We found that many EL leaders had little understanding of the federal law and weak engagement with Indigenous Tribes and communities, both of which limited their work. In states where leaders had deeper knowledge and engagement, they were more actively interpreting and implementing federal law, particularly with the aim of increasing Indigenous EL-classified students' access to heritage language and culturally-sustaining programs.
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  Data: As Provided
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  Data: 2025
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  Data: EJ1455096
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: State Departments of Education
        Type: general
      – SubjectFull: English Language Learners
        Type: general
      – SubjectFull: Federal Regulation
        Type: general
      – SubjectFull: Laws
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Tribes
        Type: general
      – SubjectFull: Leadership
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: State Policy
        Type: general
      – SubjectFull: Ability Identification
        Type: general
      – SubjectFull: American Indians
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: School Effectiveness
        Type: general
      – SubjectFull: Alaska
        Type: general
      – SubjectFull: Arizona
        Type: general
      – SubjectFull: California
        Type: general
      – SubjectFull: Colorado
        Type: general
      – SubjectFull: Connecticut
        Type: general
      – SubjectFull: Delaware
        Type: general
      – SubjectFull: Indiana
        Type: general
      – SubjectFull: Louisiana
        Type: general
      – SubjectFull: Maine
        Type: general
      – SubjectFull: Maryland
        Type: general
      – SubjectFull: Michigan
        Type: general
      – SubjectFull: Minnesota
        Type: general
      – SubjectFull: Mississippi
        Type: general
      – SubjectFull: Missouri
        Type: general
      – SubjectFull: Montana
        Type: general
      – SubjectFull: Nebraska
        Type: general
      – SubjectFull: New York
        Type: general
      – SubjectFull: Oregon
        Type: general
      – SubjectFull: Pennsylvania
        Type: general
      – SubjectFull: Rhode Island
        Type: general
      – SubjectFull: Texas
        Type: general
      – SubjectFull: Utah
        Type: general
      – SubjectFull: Vermont
        Type: general
      – SubjectFull: Virginia
        Type: general
      – SubjectFull: Washington
        Type: general
    Titles:
      – TitleFull: 'We Still Have a Long Way to Go': How State Education Leaders' Understanding and Engagement Shapes English Learner Identification of Indigenous Students
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              Y: 2024
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