This study applies a reimagined Castañeda framework grounded in intersectionality theory to examine how California K–12 districts used Elementary and Secondary School Emergency Relief (ESSER) funds to support Latinx Spanish-speaking multilingual learners (MLs) during the pandemic. The research design for this study was a qualitative multiple-case study (n=6) using multiple data sources, including semi structured interviews and public-district documents. Data analysis consisted of deductive, descriptive, and theoretical coding to analyze a district’s ESSER allocation practices through the lens of the reimagined Castañeda framework. The findings reveal that the Castañeda standard guided districts’ use of ESSER funds to support Latinx Spanish-speaking MLs, but that services and resources were insufficient to address the impact of the pandemic. Although districts provided virtual integrated and designated English language development (ELD) courses and increased ML supports by hiring additional staff, including bilingual liaisons, and EL specialists, these supports were insufficient for addressing the needs of MLs. The implications suggest that districts must strengthen support systems for effective policy implementation and improve accountability at the local and state level to ensure proper resource allocation for MLs. This study provides a reimagined Castañeda framework for examining compliance and quality of support for MLs, and it also provides guidance for districts' resource-allocation practices to disrupt historical inequities and provide high-quality educational opportunities for ML.
","abstract_html":"<p>This study applies a reimagined Castañeda framework grounded in intersectionality theory to examine how California K–12 districts used Elementary and Secondary School Emergency Relief (ESSER) funds to support Latinx Spanish-speaking multilingual learners (MLs) during the pandemic. The research design for this study was a qualitative multiple-case study (n=6) using multiple data sources, including semi structured interviews and public-district documents. Data analysis consisted of deductive, descriptive, and theoretical coding to analyze a district’s ESSER allocation practices through the lens of the reimagined Castañeda framework. The findings reveal that the Castañeda standard guided districts’ use of ESSER funds to support Latinx Spanish-speaking MLs, but that services and resources were insufficient to address the impact of the pandemic. Although districts provided virtual integrated and designated English language development (ELD) courses and increased ML supports by hiring additional staff, including bilingual liaisons, and EL specialists, these supports were insufficient for addressing the needs of MLs. The implications suggest that districts must strengthen support systems for effective policy implementation and improve accountability at the local and state level to ensure proper resource allocation for MLs. This study provides a reimagined Castañeda framework for examining compliance and quality of support for MLs, and it also provides guidance for districts' resource-allocation practices to disrupt historical inequities and provide high-quality educational opportunities for ML.</p>","abstract_has_math":false,"creators":["Lozano-Soto, Mariano"],"institution":null,"degree_name":"Education, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Sera Hernández","DeLacy Ganley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-01-01T08:00:00Z","date_published":"2026-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:20Z","subjects":["Bilingual education","Education policy","ESSER Funds","Multilingual learners","School Finance","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/1112","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sera Hernández","DeLacy Ganley"]},{"key":"dc:creator","label":"Author","values":["Lozano-Soto, Mariano"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-06-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Bilingual education","Education policy","ESSER Funds","Multilingual learners","School Finance","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/1112"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study applies a reimagined Castañeda framework grounded in intersectionality theory to examine how California K–12 districts used Elementary and Secondary School Emergency Relief (ESSER) funds to support Latinx Spanish-speaking multilingual learners (MLs) during the pandemic. The research design for this study was a qualitative multiple-case study (n=6) using multiple data sources, including semi structured interviews and public-district documents. Data analysis consisted of deductive, descriptive, and theoretical coding to analyze a district’s ESSER allocation practices through the lens of the reimagined Castañeda framework. The findings reveal that the Castañeda standard guided districts’ use of ESSER funds to support Latinx Spanish-speaking MLs, but that services and resources were insufficient to address the impact of the pandemic. Although districts provided virtual integrated and designated English language development (ELD) courses and increased ML supports by hiring additional staff, including bilingual liaisons, and EL specialists, these supports were insufficient for addressing the needs of MLs. The implications suggest that districts must strengthen support systems for effective policy implementation and improve accountability at the local and state level to ensure proper resource allocation for MLs. This study provides a reimagined Castañeda framework for examining compliance and quality of support for MLs, and it also provides guidance for districts' resource-allocation practices to disrupt historical inequities and provide high-quality educational opportunities for ML.
"]},{"key":"dc:title","label":"Title","values":["Reimagining Castañeda to Analyze How Districts Use ESSER Funds to Support Latinx Spanish-Speaking Multilinguals: A Multiple Case Study"]}]}],"canonical_facts":{"dc:contributor":["Sera Hernández","DeLacy Ganley"],"dc:creator":["Lozano-Soto, Mariano"],"dc:date.available":["2026-06-13T07:00:00Z"],"dc:description.abstract":["This study applies a reimagined Castañeda framework grounded in intersectionality theory to examine how California K–12 districts used Elementary and Secondary School Emergency Relief (ESSER) funds to support Latinx Spanish-speaking multilingual learners (MLs) during the pandemic. The research design for this study was a qualitative multiple-case study (n=6) using multiple data sources, including semi structured interviews and public-district documents. Data analysis consisted of deductive, descriptive, and theoretical coding to analyze a district’s ESSER allocation practices through the lens of the reimagined Castañeda framework. The findings reveal that the Castañeda standard guided districts’ use of ESSER funds to support Latinx Spanish-speaking MLs, but that services and resources were insufficient to address the impact of the pandemic. Although districts provided virtual integrated and designated English language development (ELD) courses and increased ML supports by hiring additional staff, including bilingual liaisons, and EL specialists, these supports were insufficient for addressing the needs of MLs. The implications suggest that districts must strengthen support systems for effective policy implementation and improve accountability at the local and state level to ensure proper resource allocation for MLs. This study provides a reimagined Castañeda framework for examining compliance and quality of support for MLs, and it also provides guidance for districts' resource-allocation practices to disrupt historical inequities and provide high-quality educational opportunities for ML.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/1112"],"dc:subject":["Bilingual education","Education policy","ESSER Funds","Multilingual learners","School Finance","Education"],"dc:title":["Reimagining Castañeda to Analyze How Districts Use ESSER Funds to Support Latinx Spanish-Speaking Multilinguals: A Multiple Case Study"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:41:20Z"}