Dual-Language Immersion Access and Outcomes Under Statewide Expansion

• In Event: 47.055 - Curricular Policy and Language-Minority Student Inclusion

Abstract

We examine the effects of a 2008 law that incentivized public schools across Utah to open or expand dual language immersion (DLI) programs, in which students receive core instruction in two languages from first grade onward. We first examine enrollment patterns in DLI eight years after the scale-up program was adopted, especially in terms of English learners' (ELs') access to DLI. We then capitalize on the state scale-up to estimate the plausibly causal effects of dual language program access and enrollment on students' mathematics and reading achievement, including differential effects on ELs and native English speakers. Our identification strategy relies on time-varying access to dual language immersion across the state during this scale-up period.

Authors

• Jennifer L. Steele, American University

• Johanna Watzinger-Tharp, University of Utah

• Robert Slater, American Councils for International Education

• Gregg Roberts, American Councils for International Education

• Karl Bowman, Utah State Board of Education