Achievement Effects of Dual Language Immersion in One-Way and Two-Way Programs: Evidence from a Statewide Expansion
-
Jennifer L. Steele
,
Johanna Watzinger-Tharp
,
Robert O. Slater
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.
Funding source: Institute of Education Sciences, U.S. Department of Education
Award Identifier / Grant number: R305H170005
Acknowledgments
This work was made possible by research-practice partnership grant #R305H170005 from the U.S. Department of Education’s Institute of Education Sciences. We are grateful to Kristin Campbell at the Utah State Board of Education for preparing the anonymized administrative datasets. This work has benefitted from feedback we received from Utah dual language program leaders, participants at meetings of the Association of Public Policy Analysis and Management, the Association of Education Finance and Policy, the American Educational Research Association, the University of Pennsylvania’s IES Doctoral Fellowship Speaker Series, the University of Arkansas Department of Education Reform Speaker Series, and insightful peer reviewers. Any errors are our own.
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Research funding: This work was supported by the Institute of Education Sciences, U.S. Department of Education (R305H170005).
Selection test regressing grade-by-cohort-by-school attributes on DLI program launches.
| Variables | One-way | Two-way | ||||||
|---|---|---|---|---|---|---|---|---|
| (1) | (2) | (3) | (4) | (5) | (6) | (7) | (8) | |
| Frac white | Frac FRL | Frac ever-EL | Frac sped | Frac white | Frac FRL | Frac ever-EL | Frc sped | |
| DLI offered | 0.002 | −0.031*** | −0.032*** | −0.001 | −0.061*** | 0.047** | 0.110*** | −0.005 |
| (0.005) | (0.008) | (0.007) | (0.003) | (0.011) | (0.014) | (0.020) | (0.003) | |
| Linear cohort covariate | −0.002*** | 0.003*** | 0.009*** | −0.003*** | −0.003*** | 0.004*** | 0.011*** | −0.003*** |
| (0.000) | (0.000) | (0.001) | (0.000) | (0.000) | (0.001) | (0.001) | (0.000) | |
| Obs. | 4,346,674 | 4,346,674 | 4,346,674 | 4,346,674 | 3,949,017 | 3,949,017 | 3,949,017 | 3,949,017 |
| R-sq. | 0.006 | 0.008 | 0.149 | 0.050 | 0.014 | 0.014 | 0.188 | 0.048 |
| Schools | 419 | 419 | 419 | 419 | 389 | 389 | 389 | 389 |
-
***p < 0.001, **p < 0.01, *p < 0.05, ∼p < 0.1. Models are estimated at the student-by-grade level using an adaptation of Equation (4) in which each grade-by-cohort-by-school covariate in matrix K gcs is individually regressed on the ITT indicator (ITT cs ), the linear cohort term (c c ), and the base school indicators ( S s ), with no additional controls. Standard errors are clustered at the base school level.
References
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Artikel in diesem Heft
- Frontmatter
- Research Articles
- Women’s Labour Market Attachment and the Gender Wealth Gap
- Terror in the City: Local Terrorism and Firm Exports
- Achievement Effects of Dual Language Immersion in One-Way and Two-Way Programs: Evidence from a Statewide Expansion
- Test Endurance and Remedial Education Interventions: Good News for Girls
- Patent Clearinghouse and Technology Diffusion: What is the Contribution of Arbitration Agreements?
- How Much Competition is Enough Competition for Regulatory Forbearance?
- Waiting for the Weekend – The Adoption and Proliferation of Weekend Feeding (“BackPack”) Programs in Schools
- The Effect of Inheritance Receipt on Labor Supply: A Longitudinal Study of Japanese Women
- Letters
- Time Preferences and Lunar New Year: An Experiment
- Outsourcing Child Labor
- Future Focus is Surprisingly Linked with Prioritizing Work–Life Balance over Long-Term Savings
- Inmate Assistance Programs
- On Plaintiffs’ Strategic Information Acquisition and Disclosure during Discovery
Artikel in diesem Heft
- Frontmatter
- Research Articles
- Women’s Labour Market Attachment and the Gender Wealth Gap
- Terror in the City: Local Terrorism and Firm Exports
- Achievement Effects of Dual Language Immersion in One-Way and Two-Way Programs: Evidence from a Statewide Expansion
- Test Endurance and Remedial Education Interventions: Good News for Girls
- Patent Clearinghouse and Technology Diffusion: What is the Contribution of Arbitration Agreements?
- How Much Competition is Enough Competition for Regulatory Forbearance?
- Waiting for the Weekend – The Adoption and Proliferation of Weekend Feeding (“BackPack”) Programs in Schools
- The Effect of Inheritance Receipt on Labor Supply: A Longitudinal Study of Japanese Women
- Letters
- Time Preferences and Lunar New Year: An Experiment
- Outsourcing Child Labor
- Future Focus is Surprisingly Linked with Prioritizing Work–Life Balance over Long-Term Savings
- Inmate Assistance Programs
- On Plaintiffs’ Strategic Information Acquisition and Disclosure during Discovery
