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Journal for K-12 Educational Leadership 67 D. (2006). Educating English language learners: A synthesis of research evidence. Cambridge: Cambridge University Press. Jong, E., & Howard, E. (2009). Integration in two-way im - mersion education: equalizing linguistic benefits for all students. International Journal of Bilingual Education and Bilingualism, 12(1), 81-99. Lindholm-Leary, K. J. (2001). Dual language educa- tion. Retrieved from: http://web.b.ebscohost.com . library.dbu.edu :2048/ehost/ebookviewer/ebook/ bmxlYmtfXzkwOTYxX19BTg2?sid=f57ee3c5-9eb3-4 70e-9e3f-b00f62302d25@sessionmgr110&vid=1&for - mat=EB&lpid=lp_169&rid=0. Lindholm-Leary, K., & Block, N. (2010). Achievement in pre - dominately low SES/Hispanic dual language schools. International Journal of Bilingual Education and Bilingual- ism, 13(1), 1-18. Lindholm-Leary, K., & Hernandez, A. (2011). Achievement and language proficiency of Latino students in dual lan - guage programmes: Native English speakers, fluent En - glish/previous ELLs, and current ELLs. Journal of Multi- lingual and Multicultural Development , 32(6), 531-545. Mora, J., Wink, J., & Wink, D. (2001). Dueling models of dual language instruction: A critical review of the lit - erature and program implementation guide. Bilingual Research Journal , 25, 417-442. National Center for Education Statistics. (2012a). Average national assessment of educational progress (NAEP) reading scale score, by grade and selected student and school char- acteristics: selected years, 1992 through 2011. Retrieved from: http://nces.ed.gov/programs/digest/d12/tables/ dt12_142.asp. Ray, J. M. (2009). A template analysis of teacher agency at an academically successful dual language school. Journal of Advanced Academics , 21, 110–141. Sanders, A. N. (2010). The effectiveness of two-way bilingual immersion programs in closing the achievement gap for mi- nority students (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (UMI No. 3447332) Texas Education Agency. (2013d). Texas academic performance report: 2012-2013 campus performance, Farine. Retrieved from: http://ritter.tea.state.tx.us/perfreport/tapr/2013/ static/campus/c057912113.pdf, 1-12. Texas Education Agency. (2013e). Texas academic performance report: 2012-2013 district performance. Retrieved from: http://ritter.tea.state.tx.us/perfreport/tapr/2013/static/ district/d057912.pdf, 1-20. Texas Education Agency. (2014a). Texas academic perfor- mance report: 2013-2014 district performance. Re- trieved from: http://ritter.tea.state.tx.us/cgi/sas/ broker?_service=marykay&year4=2014&year2=14&_ debug=0&single=N&title=2014+Texas+Academ - i c+Per formance+Repor t s&_program=per f rept . perfmast.sas&prgopt=2014%2Ftapr%2Ftapr.sas&pty - pe=P&level=district&search=district&namenum=ir - ving&district=057912.pdf, 1-20. Texas Education Agency. (2014b). Texas academic performance report: 2013-2014. Retrieved from: http://ritter.tea.state . tx.us/perfreport/tapr/2014/state.pdf, 1-18. Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students’ long- term academic achievement. Retrieved from: http://cre - de.berkeley.edu/research/crede/research/llaa/1.1_final. html. About the Author Dr. Shannon Cole is currently the Princi- pal at Silver Lake Elementary in Grape- vine-Colleyville ISD. Current or previous positions held include Teacher, Academic Specialist, Assistant Principal, and Ad- junct Professor. She holds a Bachelor of Arts fromHarding University, a master’s degree fromGrand Canyon University, and a Doctor of Education in Education- al Leadership K-12 from Dallas Baptist University. She can be reached at iamsjcole@aol.com for research inquiries.