Journal for K-12 Educational Leadership 67 D. (2006). Educating English language learners: A synthesis of research evidence. Cambridge: Cambridge University Press. Jong, E., & Howard, E. (2009). Integration in two-way im - mersion education: equalizing linguistic benefits for all students. International Journal of Bilingual Education and Bilingualism, 12(1), 81-99. Lindholm-Leary, K. J. (2001). Dual language education. Retrieved from: http://web.b.ebscohost.com. library.dbu.edu:2048/ehost/ebookviewer/ebook/ bmxlYmtfXzkwOTYxX19BTg2?sid=f57ee3c5-9eb3-4 70e-9e3f-b00f62302d25@sessionmgr110&vid=1&for - mat=EB&lpid=lp_169&rid=0. Lindholm-Leary, K., & Block, N. (2010). Achievement in pre - dominately low SES/Hispanic dual language schools. International Journal of Bilingual Education and Bilingualism, 13(1), 1-18. Lindholm-Leary, K., & Hernandez, A. (2011). Achievement and language proficiency of Latino students in dual lan - guage programmes: Native English speakers, fluent En - glish/previous ELLs, and current ELLs. Journal of Multilingual and Multicultural Development , 32(6), 531-545. Mora, J., Wink, J., & Wink, D. (2001). Dueling models of dual language instruction: A critical review of the lit - erature and program implementation guide. Bilingual Research Journal , 25, 417-442. National Center for Education Statistics. (2012a). Average national assessment of educational progress (NAEP) reading scale score, by grade and selected student and school characteristics: selected years, 1992 through 2011. Retrieved from: http://nces.ed.gov/programs/digest/d12/tables/ dt12_142.asp. Ray, J. M. (2009). A template analysis of teacher agency at an academically successful dual language school. Journal of Advanced Academics , 21, 110–141. Sanders, A. N. (2010). The effectiveness of two-way bilingual immersion programs in closing the achievement gap for minority students (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (UMI No. 3447332) Texas Education Agency. (2013d). Texas academic performance report: 2012-2013 campus performance, Farine. Retrieved from: http://ritter.tea.state.tx.us/perfreport/tapr/2013/ static/campus/c057912113.pdf, 1-12. Texas Education Agency. (2013e). Texas academic performance report: 2012-2013 district performance. Retrieved from: http://ritter.tea.state.tx.us/perfreport/tapr/2013/static/ district/d057912.pdf, 1-20. Texas Education Agency. (2014a). Texas academic performance report: 2013-2014district performance. Retrieved from: http://ritter.tea.state.tx.us/cgi/sas/ broker?_service=marykay&year4=2014&year2=14&_ debug=0&single=N&title=2014+Texas+Academ - i c+Per formance+Repor t s&_program=per f rept . perfmast.sas&prgopt=2014%2Ftapr%2Ftapr.sas&pty - pe=P&level=district&search=district&namenum=ir - ving&district=057912.pdf, 1-20. Texas Education Agency. (2014b). Texas academic performance report: 2013-2014. Retrieved from: http://ritter.tea.state. tx.us/perfreport/tapr/2014/state.pdf, 1-18. Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students’ longterm academic achievement. Retrieved from: http://cre - de.berkeley.edu/research/crede/research/llaa/1.1_final. html. About the Author Dr. Shannon Cole is currently the Principal at Silver Lake Elementary in Grapevine-Colleyville ISD. Current or previous positions held include Teacher, Academic Specialist, Assistant Principal, and Adjunct Professor. She holds a Bachelor of Arts fromHarding University, a master’s degree fromGrand Canyon University, and a Doctor of Education in Educational Leadership K-12 from Dallas Baptist University. She can be reached at iamsjcole@aol.com for research inquiries.
RkJQdWJsaXNoZXIy ODc4ODgx