32 THE RELATIONSHIP BETWEEN PRINCIPAL BILINGUAL CERTIFICATION AND ACADEMIC ACHIEVEMENT OF HISPANIC AND EMERGENT BILINGUL STUDENTS Jesús Luján, Ed.D. Journal of K-12 Educational Research 2025, VOL. 9, ISSUE 1 dbu.edu/doctoral/edd Introduction In Texas, Hispanic students now make up the majority of the state’s public school population (Texas Education Agency, 2023a). Despite this demographic shift, persistent achievement gaps remain between Hispanic and White students on standardized assessments such as the State of Texas Assessment of Academic Readiness (STAAR; Texas Education Agency, 2022). Emergent bilingual students, many of whom are Hispanic, face additional challenges related to language acquisition, access to quality instruction, and culturally unresponsive practices. School leaders are pivotal in creating inclusive, achievement-oriented environments. Principals shape instructional culture, make staffing decisions, and engage families and communities. Among bilingual students, the presence of a bilingual-certified leader may present linguistic and cultural alignment that could influence achievement (Scanlan & López, 2012). The current study investigated whether such certification status impacted academic outcomes among Hispanic and Emergent Bilingual (EB) students in Texas. Despite these ongoing challenges, there remains a gap in the literature examining the role of bilingual-certified principals in addressing achievement disparities. This article explores this relationship through a statewide quantitative study and discusses the implications for school leadership, policy, and equity. Literature Review Extensive research affirms the value of culturally responsive teaching (Aronson & Laughter, 2016), yet the role of school leadership—particularly bilingualcertified leadership—has been less thoroughly explored. The historical marginalization of Hispanic students in Texas education is well documented, with disparities in funding, teacher quality, and achievement persisting for decades (Valencia, 2011). EB students have distinct educational needs that extend beyond language acquisition. Dual language programs, when effectively implemented, can lead to biliteracy and higher achievement (Thomas & Collier, 2012). Leadership that understands these models— especially from a cultural and linguistic standpoint— could significantly influence implementation fidelity and school climate (Sebastian & Allensworth, 2012). While bilingual teacher certification in Texas requires passing both a Bilingual Target Language Proficiency Test (BTLPT) and a bilingual supplemental exam, no current state mandate requires bilingual principals to lead campuses serving bilingual students (Texas Education Agency, 2023b). The current study addresses that gap by evaluating whether principals with bilingual certification are associated with improved STAAR outcomes for Hispanic and EB students. In addition to leadership qualifications, broader structural inequities also shape the academic experiences of Hispanic and EB students.
RkJQdWJsaXNoZXIy ODc4ODgx