Degree Date

6-2025

Document Type

Dissertation - NLU Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Jason Stegemoller

Second Advisor

Elizabeth Minor

Third Advisor

Harrington Gibson

Abstract

The structural barriers and possibilities for increasing student achievement of multilingual learners (MLLs) in the Metro Heights School District were examined in this research. The research examined the district's current state ("As-Is") and created a vision for an equitable, inclusive future ("To-Be") using Patton's (2008) formative assessment principles and Wagner et al.'s (2006) 4Cs framework—context, culture, conditions, and competences. The study highlighted several major issues, such as the absence of a standardized English as a Secondary Language (ESL) curriculum, multilingual learners restricted access to advanced coursework, a lack of professional development opportunities, and a shortage of bilingual staff. The study utilized a mixed-methods program evaluation, district-level data, and stakeholder input through a student survey, a student focus group, and teacher interviews. The study offered a strategic change plan backed by pragmatic strategies, a proposed policy, and thorough political, legal, ethical, and economic examinations. The recommended Access for Multilingual Learners Policy, which acts as a framework for integrating district operations with state and federal requirements while promoting educational equity, was at the heart of the dissertation. The results highlight the necessity of inclusive leadership strategies, sustained professional learning communities, improved data-driven decision-making, culturally responsive teaching, a universal curriculum, and inclusive leadership practices. By providing districts looking to enhance multilingual student success via deliberate, systemic change with a replicable approach, this research advances the discipline of educational leadership. The dissertation gives leaders the means to implement revolutionary change, including technical and adaptive shifts, and promote equitable educational opportunities for multilingual learners.

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