A Mixed-Method Study of International Education and Dual-Language Immersion

• In Event: Marriott Roundtable Session 59
  In Roundtable Session: Teacher Input and Influence in Public School Classroom Assessments

Abstract

In the 2016-17 school year, a systematic, mixed-methods review of International Schools was conducted in the Seattle Public Schools. The review examined school models for teaching cultural and global competence, as well as within-school models of Dual Language Immersion in Mandarin, Japanese, or Spanish. In this paper, we first present findings from a descriptive analysis of programs and services, including descriptive statistics of student enrollment and performance. We then present an in-depth implementation analysis based on principal interviews, site visits at five schools, and a teacher survey of all International School teachers districtwide. Subsequent phases of this research will also include findings from a quasi-experimental impact analysis of Dual Language Immersion programs, including matched comparisons group analysis of programmatic impact.

Authors

• Jessica K. Beaver, Seattle Public Schools

• Michele Aoki, Seattle Public Schools

• Anna Cruz, Seattle Public Schools