36 Jesús Luján, Ed.D. reading performance, with average scores comparable across certification types. Effect sizes across all analyses were negligible (Cohen’s d < 0.1), suggesting that principal bilingual certification had minimal practical influence on student achievement outcomes as measured by STAAR. Although the independent samples t-tests revealed no statistically significant differences, it is essential to recognize that STAAR results represent only one dimension of school performance. Variables such as parent engagement, campus climate, bilingual program quality, and teacher turnover—factors which bilingualcertified principals may indeed influence—were not directly measured in this study. The current research design focused on academic outcomes through a narrow lens, and as such, further studies should integrate broader academic and non-academic indicators to capture the true scope of leadership impact. Discussion of Study’s Results Although prior research highlights the importance of culturally competent leadership, the current study found no measurable association between principal bilingual certification and standardized test performance among Hispanic and EB students. These findings suggest that certification, while symbolically and culturally important, may not independently drive measurable gains on highstakes assessments. One possible explanation is that bilingual certification alone does not guarantee culturally responsive leadership practices or effective instructional coaching. Additionally, STAAR results may not capture the broader impacts of such leadership—such as improved family engagement or enhanced campus climate. In culturally and linguistically diverse school communities, leadership that reflects the student body is associated with higher engagement and improved academic performance (Grissom et al., 2021). Bilingual-certified principals are often uniquely positioned to provide transformational leadership by modeling inclusive practices, building trust with families, and advocating for equity-centered initiatives (Woodhull & Louis, 2009). These leaders may share cultural backgrounds with their students, which can foster deeper relational trust and community connection. Though the current study did not find statistical differences in STAAR scores, it is plausible that bilingual principals contribute positively in other domains, such as reducing student disciplinary referrals, strengthening dual-language implementation fidelity, and improving school-family partnerships. Implications The current study’s findings raise important considerations for policymakers and school districts regarding leadership practices in linguistically diverse settings. First, while bilingual certification may hold value, it should serve as one of multiple criteria in principal hiring decisions. Broader indicators—such as demonstrated cultural responsiveness, leadership efficacy, and a track record of supporting diverse learners—may offer more predictive insight into a candidate’s potential impact on student outcomes. Second, bilingual certification alone is insufficient; it should be complemented by ongoing professional development focused on cultural competence, equity-centered leadership, and inclusive practices. Finally, leadership preparation programs should move beyond standardized testing requirements and prioritize experiential learning opportunities. This includes training that emphasizes authentic stakeholder engagement, the practical implementation of bilingual education programs, and contextspecific strategies for advancing equity in schools. Limitations The current study focused exclusively on standardized assessment outcomes and did not explore other potential indicators of leadership impact, such as family engagement or bilingual program quality. Additionally, the current study used a cross-sectional rather than longitudinal design, limiting causal inference. The binary grouping of “certified” versus “not certified” may also oversimplify the complexities of leadership practices. Recommendations Future research should build upon the current findings by employing mixed-method approaches to explore how bilingual-certified principals influence school culture, instructional practices, and stakeholder engagement.
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