“There Was Nothing Here”

School Leaders Using Dual Language Bilingual Education Programs as a Formula to Re-Engineer Student Populations for School Turnaround

Datos Bibliográficos

ID21581888
AutoresKate Menken (0000-0003-2330-5547, Queens College, Flushing, NY, USA, autor de correspondencia), Ivana Espinet (0000-0003-4775-9383, Kingsborough Community College, Brooklyn, NY, USA), Sharon Avni (0009-0008-7835-0664, Borough of Manhattan Community College, New York, NY, USA)
Año2024
Volumen38
Número2
Páginas448-478
Fecha de publicación2024-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Policy (JOURNAL)
Identificadores de la revistaISSN: 0895-9048 • E-ISSN: 1552-3896
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/08959048231159919
OpenAlexW4365447417
IdiomaEN
Citas recibidas9
Referencias citadas43

New York City offers an example of the national trend to expand dual language bilingual education (DLBE) programs, yet only a small proportion of multilingual learners are enrolled in these programs in city schools. Our examination of new DLBE programs in three city schools builds on research about the “gentrification” of DLBE. Specifically, our findings show how school leaders opened DLBE programs to re-engineer the demographics of their student population by enrolling more White, privileged students in the name of “school turnaround”—namely, to increase enrollment and popularity in a school choice context and improve performance on accountability measures

Accountability · Bilingual education · Demographics · Dual language · Geography · Mathematics education · Medical education · Pedagogy · Political science · Popularity · Population · Sociology · Demography · Medicine · Multilingual Education and Policy · Psychology · School Choice and Performance · Second Language Learning and Teaching