Bridging the Educational Gap for Elementary Students with Interrupted Formal Education Along the U.S.–Mexico Border: Principals’ Perspectives

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

8-31-2026

Abstract

Students with interrupted formal education (SIFE) face significant academic, linguistic, and socioemotional challenges, particularly in U.S.–Mexico border communities. Many enter schools with limited prior schooling, underdeveloped literacy skills, and complex emotional needs. Although research on emergent bilingual (EB) students and SIFE has grown, it remains largely focused on secondary settings, leaving a gap in understanding effective supports at the elementary level. This exploratory multiple case study examined elementary principals’ perceptions of effective practices for supporting SIFE and reducing academic gaps. Grounded in situational leadership theory, the study explored how principals adapt instruction and allocate resources to meet diverse student needs. The research was conducted in “Bordertown ISD,” a pseudonymous district in Education Service Center (ESC) Region 1, Texas. Five elementary campuses were selected through purposive sampling based on State of Texas Assessments of Academic Readiness (STAAR) and Texas English Language Proficiency Standards (TELPAS) performance data, representing varied levels of achievement and significant SIFE populations. Data collection included an anonymous questionnaire, semi-structured principal interviews, and analysis of campus-level academic data. Using MAXQDA, data were coded and analyzed to identify themes related to leadership practices, language development, culturally responsive approaches, and professional learning. Triangulation, member checking, and researcher reflexivity strengthened the study’s credibility. This study contributes to the limited literature on elementary SIFE by identifying leadership-driven strategies that support both academic and language development. Findings offer practical implications for school leaders, educators, and policymakers working to strengthen instructional systems and supports for SIFE in border contexts Keywords: Students With Interrupted Formal Education (SIFE), elementary education, instructional leadership, border communities, situational leadership theory

Advisor

Elsa Villarreal

Subject Categories

Education | Elementary Education

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