The Effect of Dual-Language Immersion on Student Achievement in Math, Science, and English Language Arts

• In Event: Examining Policy and Practice for Ethnolinguistic-Minority Students

Abstract

A growing body of research points to potentially significant cognitive benefits to learning multiple languages in childhood. As dual-language immersion programs grow in popularity in public school systems across the US, it is important to understand how participation from kindergarten impacts students’ academic performance in the core subjects of math, science, and English language arts. Equally important to understand is whether the effects of dual-language immersion differ for native English speakers versus native speakers of other languages. This paper uses a causal strategy to address both these questions, capitalizing on random-assignment lottery data for seven cohorts of kindergarten immersion program applicants in the Portland Public Schools in Oregon. It also examines instructional practices in immersion classes relative to non-immersion classes.

Authors

• Jennifer L. Steele, RAND Corporation

• Robert Slater, American Councils for International Education

• Jennifer Li, RAND Corporation

• Gema Zamarro, University of Southern California

• Trey Miller, RAND Corporation