Journal of K-12 Educational Research 37 Such studies could provide a deeper understanding of the qualitative impacts of bilingual leadership that may not be captured through standardized assessments alone. Additionally, researchers should investigate whether bilingual certification correlates with other important outcomes, including reduced student attrition, improved teacher retention, or increased parental involvement— factors that contribute to overall school effectiveness. Finally, it is essential to examine the variability within the group of bilingual-certified principals by exploring how factors such as years of experience, specific training in bilingual settings, or participation in culturally responsive leadership development programs may moderate their effectiveness. This nuanced analysis could yield more targeted insights to inform leadership preparation and policy decisions. To build on these directions, future studies should also consider both qualitative and longitudinal elements to understand the developmental and cumulative effects of principal leadership on EB student trajectories. Specifically, researchers could explore how culturally responsive strategies—such as embedding student cultural narratives into instruction or supporting professional learning communities that prioritize biliteracy—are enacted by bilingual principals over time. Additionally, examining how community engagement, student sense of belonging, and social-emotional learning outcomes intersect with leadership certification could offer a richer view of principal effectiveness beyond academic metrics. Conclusions The current study aimed to investigate the relationship of bilingual-certified principals on Hispanic and EB student achievement in Texas elementary schools. While the findings did not reveal statistically significant differences in student performance between schools led by principals with and without bilingual certification, this research contributes valuable insights to the ongoing discourse on educational leadership and equity for linguistically diverse student populations. The lack of significant differences in STAAR math and reading performance for Hispanic and EB students across Grades 3, 4, and 5 suggests that the relationship between principal bilingual certification and student achievement is more complex than initially hypothesized. This complexity aligns with previous research indicating that multiple factors influence student outcomes, including socioeconomic status, teacher quality, and school resources (Gándara & Contreras, 2009; Valencia, 2011). These findings underscore the need for a more comprehensive and multifaceted understanding of effective leadership practices in diverse educational settings. While bilingual certification may equip principals with valuable linguistic and cultural competencies, the current study suggests that these skills alone may not be sufficient to drive significant improvements in standardized test scores. This aligns with the complex nature of educational challenges faced by Hispanic and EB students, as described by Valencia (2011), who argues that addressing the achievement gap requires comprehensive, systemic approaches rather than single-factor solutions. The results of the current study should not diminish the importance of culturally responsive leadership in schools serving diverse populations. Instead, they highlight the need for a more holistic approach to school leadership that goes beyond language proficiency. As Scanlan and López (2012) argue, effective leadership for linguistically diverse student populations requires a combination of cultural competence, pedagogical knowledge, and a commitment to equity. Moving forward, this research opens up new avenues for exploration in the field of educational leadership. Future studies could delve deeper into the specific practices employed by successful principals, both with and without bilingual certification, to support Hispanic and EB student achievement. Additionally, investigating the interplay between principal leadership and other school-level factors, such as teacher professional development and family engagement initiatives, could provide a more comprehensive picture of what drives academic success for these student populations.
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