摘要：The purpose of this qualitative, multi-case study was to explore the perceptions ofadministrators in an urban border district in deep South Texas. This study gleaned theperceptions of administrators with regard to best practices in early literacy success inunderrepresented groups of students, namely English Language Learners (ELLs), in an urbanborder district in a deep South Texas. The researcher, as the human instrument, focused on avariety of data collection sources from administrators’ responses to questions, field notes,audiotaped interview sessions, and observation notes. Four key themes emerged from the datacontextualized in an overwhelming sense of urgency on the part of the administrators. Thefindings from this study have the potential of leveraging educational decisions for educators,policymakers, and practitioners who may be concerned about improving the literacy achievementgap for ELLs by the end of 3rd grade.
