Abstract:
This study examines how school leaders within one school district make decisions regarding federal funding for English language learners (ELL), also called English learners (EL), and how they make sense of the policy that influences their practice. It is a descriptive case study that is qualitative in design—focusing on interviews with program leaders, observations of meetings, and archival data. Nine participants were interviewed for this study. This research has implications for policy and practice within the school district being studied, as well as for educators impacted by policy implementation elsewhere.
