Background: Focusing on culturally and linguistically diverse students, this article presents a narrative synthesis of empirical evidence guiding school leaders to promote educational equity and excellence. Research Design: This study employs a tripartite theoretical model that emphasizes cultivating language proficiency, providing access to high-quality curriculum, and promoting sociocultural integration. Using this as an organizing framework, the article presents a review of 79 empirical articles published from 2000 to 2010. Findings: The article explains how school leaders can use research literature to craft effective and integrated service delivery for their culturally and linguistically diverse students.

Classroom dynamics research has added to our understanding about the ways teachers communicate their expectations to students (e.g., Brophy & Good, 1984), how students perceive differential teacher behaviors (e.g., Weinstein, Marshall, Sharp, & Botkin, 1987), and their effect on students' own perceptions of ability and achievement (Rubie-Davies, 2006). Despite the established presence of classroom dynamics in teacher preparation programs (e.g., Barnes, 1987) and licensure standards (e.g., Council of Chief State School Officers, 2011), historically marginalized students who face particularly onerous obstacles associated with poverty and prejudice continue to be underrepresented in a vast array of achievement outcomes (e.g., National Center for Education Statistics [NCES], 2015). Scholars have argued that there are unique competencies that are essential to the effective teaching of historically marginalized students (Ladson-Billings, 1999). Among these competencies is asset-based pedagogy 1 (ABP) that views students' culture as a strength, countering the more widespread view that inordinate achievement disparities stem from deficiencies in the child and/or child's culture. Cumulatively, ABP scholarship shares a fundamental belief that teachers who possess an understanding of the sociohistorical influences on traditional marginalized students' trajectories (critical awareness) are better able to cultivate students' knowledge by building on their prior knowledge (cultural knowledge) and incorporating knowledge that validates students' experiences (cultural content integration) into their instruction. Accordingly, ABP is believed to help students develop identities that promote achievement outcomes. Although scholarship reflecting ABP is prominent in the teacher education literature, scholars have urged researchers to address the paucity of studies that explicitly link teachers' ABP beliefs and behaviors to student outcomes (Goldenberg,

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Abstract:In this study, we examined the degree to which the requirements in each state's teacher education programs reflect current theory and practice for teachers of ELLs in their coursework, and how these requirements in turn are related to 4th grade Hispanic ELL's reading outcomes on the National Assessment of Educational Progress. We found that required coursework on English language development and assessment were positively related to Hispanic ELLs' reading outcomes. Moreover, states that require both specialist certification, and all teachers to have some level of training to meet the needs of ELLs, also tend to have higher levels of achievement than states that do not have these requirements. Keywords: academic achievement; English language learners; teacher certification programs; NAEP; Latinos.Preparación de Maestros para estudiantes que precisan aprender Inglés: evidencia empírica e implicaciones políticas Resumen: En este estudio, se analizó el grado en que los requisitos de cada estado para los programas de formación de profesores reflejan las teorías y prácticas de los profesores de estudiantes que precisan aprender inglés en sus cursos, y cómo estos requisitos, a su vez, están relacionados con los resultados en lectura en la Evaluación Nacional del Progreso Educativo de los Education Policy Analysis Archives Vol. 21 No. 20 2 estudiantes de 4 º año hispanos que precisan aprender el Idioma Inglés. Se encontró que el desarrollo y la evaluación de los cursos requeridos para el idioma Inglés se relacionaron positivamente con los resultados en lectura estudiantes hispanos que precisan aprender inglés. Además, los estados que requieren certificación de especialista y al mismo tiempo que todos los docentes tienen algún nivel de formación que permitan satisfacer las necesidades de los estudiantes hispanos que precisan aprender inglés también tienden a tener niveles más altos de logro academico que los estados que no cuentan con estos requisitos. Palabras clave: logro académico; estudiantes que precisan aprender inglés; programas de certificación de maestros; Evaluación Nacional del Progreso Educativo; Latinos. Preparação de Professores de Aprendentes de Língua Inglesa: Evidência Empírica e Implicações PolíticasResumo: Neste estudo, analisámos em que grau as exigências dos programas de cada estado para a formação de professores refletem a atual teoria e prática para professores de aprendentes de Língua Inglesa nos seus cursos, e como esses requisitos, por sua vez, estão relacionados com os resultados em leitura dos aprendentes de Língua Inglesa Hispânicos do 4º ano na Avaliação Nacional do Progresso Educativo. Descobrimos que o desenvolvimento e avaliação do curso exigido para língua inglesa se relacionavam positivamente com os resultados em leitura dos aprendentes de Língua Inglesa Hispânicos. Para além disso, estados que exigem certificação especialista e, simultaneamente, que todos os professores tenham algum nível de formação para atender às necessidades dos aprendentes de Língua Inglesa, também tendem...