THE SEAL OF BILITERACY: EQUITY ACROSS LINES OF RACE, LANGUAGE, AND SOCIAL CLASS

This quantitative study examined the awarding of the Seal of Biliteracy (SoBL) in North Carolina public schools. Specifically, the study explored through a multiple logistic regression if the intersectionality of race, language, and class was related to whether a district did or did not award students the SoBL. The dependent variable of total student enrollment was also included. Additionally, within districts found to award the SoBL, this study examined through a multiple linear regression if the variables of race, language, and class related to the rate of graduating seniors who received the SoBL recognition. Total student enrollment was also included as a dependent variable. Results from the multiple logistic regression revealed that total student enrollment, while controlling for language, race, and class was related to whether a district did or did not award the SoBL. Within districts that awarded the SoBL, results from the multiple linear regression revealed that while controlling for race, class, language, and total student enrollment, class was negatively related to the rate of seniors who received the SoBL while language was positively related. Results are discussed through the theoretical framework of critical race theory, and salient recommendations are provided for the future.