Achievement Effects of Dual Language Immersion in One-Way and Two-Way Programs: Evidence from a Statewide Expansion

Steele Jennifer L. (), Watzinger-Tharp Johanna (), Slater Robert O. (), Roberts-Aguirre Gregg () and Bowman Karl ()
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Steele Jennifer L.: 8363 American University , School of Education, 4400 Massachusetts Ave., NW, Washington, DC, 20016-8030, USA
Watzinger-Tharp Johanna: Linguistics, University of Utah, Salt Lake City, UT, USA
Slater Robert O.: American Councils for International Education, Washington, DC, USA
Roberts-Aguirre Gregg: DLI Alliance, Salt Lake City, UT, USA
Bowman Karl: Utah State Board of Education, Salt Lake City, UT, USA

The B.E. Journal of Economic Analysis & Policy, 2024, vol. 24, issue 4, 1101-1138

Abstract: The rising demand for dual-language immersion (DLI) programs, which offer core instruction in two languages from early grades onward, has raised questions about program design and access. We leverage the rapid expansion of DLI schools across the U.S. state of Utah to estimate effects of DLI program availability on the academic achievement of primary English speakers and English learners (ELs) in programs that serve mainly the former (one-way) or at least a third of the latter (two-way). Using within-school variation in first graders’ access to DLI programs, we find no overall effects on English, math, or science scores from grades 3 to 6. However, ELs whose primary languages match the schools’ partner languages in two-way schools show notable outperformance in math and higher English-language proficiency at grade 5. Benefits of DLI access are driven by schools with a larger share of primary speakers of the partner language.

Keywords: bilingual education; English learners; education policy; culturally relevant instruction; human capital acquisition (search for similar items in EconPapers)
Date: 2024
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DOI: 10.1515/bejeap-2022-0241

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