Article2017

Effects of Dual-Language Immersion Programs on Student Achievement

Jennifer Steele · Robert O. Slater · Gema Zamarro · Trey Miller · Jennifer S.Y. Li · Susan V. Burkhauser

240 citations0/0 files storedAmerican Educational Research Journal

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Multilingual Education and Policy School Choice and Performance Second Language Learning and Teaching

Abstract

Using data from seven cohorts of language immersion lottery applicants in a large, urban school district, we estimate the causal effects of immersion programs on students’ test scores in reading, mathematics, and science and on English learners’ (EL) reclassification. We estimate positive intent-to-treat (ITT) effects on reading performance in fifth and eighth grades, ranging from 13% to 22% of a standard deviation, reflecting 7 to 9 months of learning. We find little benefit in terms of mathematics and science performance but also no detriment. By sixth and seventh grade, lottery winners’ probabilities of remaining classified as EL are 3 to 4 percentage points lower than those of their counterparts. This effect is stronger for ELs whose native language matches the partner language.

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References

2010CONSORT 2010 Statement: updated guidelines for reporting parallel group randomised trials 2006Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth.2005Working memory in children with reading disabilities 1997Dual-Language Immersion Programs: A Cautionary Note Concerning the Education of Language-Minority Students 2005A Synthesis of Research on Language of Reading Instruction for English Language Learners 2007Two-way and monolingual English immersion in preschool education: An experimental comparison 2014Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms

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