The promise of dual language education has spurred a movement in the field of bilingual education to shift from remedial programs to enrichment forms of bilingual education. Although research supports the effectiveness of such programs, many programs do not maintain their level of implementation and quickly revert to their original remedial form. This research looks at one elementary campus that has implemented a 2-way dual language program for more than a decade. Findings indicate that pedagogical equity, qualified bilingual teachers, active parent-home collaboration, and knowledgeable leadership contributed to the program's success. Key words: dual language education, leadership in bilingual programs, successful factors in bilingual educationThe continued growth in the number of speakers of languages other than English is reflected in the rapidly increasing number of students in U.S. schools for whom English is a second language. Data from the National Center for Education Statistics (2005) show that the number of school-age children who spoke a language other than English reached almost 10 million in 2004. Such a dramatic increase continually challenges educators to provide effective language programs with JOURNAL

This study examines a variety of student outcomes in the area of linguistic and academic development and determines whether students enrolled in a two-way bilingual program for a minimum of three year s are achievin g academica lly. Particip ants were native Spanish-speaking and native English-speaking fifth-grade students of Mexican origin. The findings indicate that the majority of students who participated in the two-way bilingual program were performing at academic levels equal to or greater than their non -participant campus peers when tested on the Texas Assessme nt of Academic Ski lls (TAAS) . In add ition , participan ts were deve loping a high level of English literacy skills. Spanish literacy skills for the native English speakers, however, were not as highly developed. While there appeared to be promising bilingual deve lopment in the early years of the program, the rate of development seemed to be difficult to sustain in the upper grade levels.

In order to create more diverse communities and greater social justice in academia, a group of Chicana/Latina junior faculty at a Hispanic Serving Institution (HSI) established a research collaborative, Research for the Educational Advancement of Latin@s (REAL). Using a co-operative inquiry and dialogical epistemology, we document how REAL is an agency of transformative resistance to combat racism and sexism within academia. Also we reveal the importance of peer "muxerista mentoring" as an ideology and practice in building a supportive community in the bid for tenure. We provide implications and recommendations for the retention, tenure, and promotion of Chicana/Latina faculty.

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