Charter school budget formation : a critical analysis of ideologies that inform decisions to fund emergent bilingual students




Achilike, Preston Okechukwu

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In considering the impact of ideologies, is it important that both organizational and budgetary ideologies that affect educational delivery to emergent bilingual (EB) students) be understood regarding the budgetary decisions made in school districts serving high percentages of EB students. Therefore, the purpose of the study was to examine budget formation within charter schools based on a critical analysis of the ideologies from which decisions about funding affected EB students. The field study was the most appropriate design for an in-depth analysis of the perceptions about funding and EB students had by superintendents leading charter schools. The criteria for participating in an interview required superintendents to lead open-enrollment K-12 charter schools located in North Texas, which contained over 40 different charter school systems. However, charter school district superintendents had to be serving a school district with an EB student population of at least 60% of its total enrollment. Each interview lasted between 1.5 and 3 hours and revealed the three participants had extensive education experience in a public charter school, had been in their current roles for at least 10 years, and had held other positions within their charter districts prior to assuming their current superintendencies. The three superintendents represented four charter school districts, as one superintendent split time between two charter districts. Four themes emerged to represent the ideologies and budget priorities of the charter school district superintendents who discussed EB funding in three charter districts with high concentrations of EB students: (a) teacher training, certification, and shortages, (b) funding, accountability, and policies, (c) equity in mind, and (d) funding and teacher student ratios. The findings suggest this critical analysis of charter school budgeting can be used to affect the current understanding of school organizations and the ways Texas public schools and districts could inadvertently negatively influence the learning outcomes for students of color who include EB students and students of other minority groups who could benefit from bilingual education. Chapter 5 concludes the study with recommendations for policy, practice, and research.


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