Dual-Language Immersion Education at Scale: An Analysis of Program Costs and Mechanisms

• In Event: 42.084 - Poster Session 8
  In Poster Session: 42.084-2 - Division L Section 9 Posters

Abstract

In a recent longitudinal study that tracked more than 1,600 kindergarteners randomized to dual-language immersion or traditional education in Portland, Oregon, researchers found intent-to-treat effects equivalent to about seven months of reading skills in fifth grade and nine months in eighth grade, as well as no detriment to performance in other subjects and grades. The current paper examines the mechanisms by which these results may have emerged, including the demographic attributes and behavior of schoolmates. We then examine the causal effect of each year of immersion enrollment on student achievement. To illuminate operational differences between programs, we use data from school administrator interviews, as well as public records, to estimate differential operating costs for dual-language immersion programs.

Authors

• Jennifer L. Steele, American University

• Gema Zamarro, University of Southern California

• Michael Bacon, Portland Public Schools

• Jennifer Li, RAND Corporation

• Robert Slater, American Councils for International Education

• Trey Miller, RAND Corporation