A Longitudinal, Cohort Analysis of the Academic Performance of Spanish-English Dual-Immersion Elementary Students

• In Event: Hilton Roundtable Session 4
  In Roundtable Session: Investigating Challenges and Opportunities in the Education of English Learners

Abstract

This study describes the longitudinal academic performances of students enrolled in a dual language immersion program. Students were assessed in Spanish and English from kindergarten through 5th grade to more closely understand connections between learning in two languages across elementary school. Given parents and administrators may perceive instruction in two languages as hindering achievement, particularly in English, we compared DLI performances with national norms and those of peers in English medium classrooms. Academic performance in English and Spanish for DLI students was on par with, and in some instances exceeded, national norms, and students were predominantly on par with EMI peers. Using a bilingual approach to assessment meant teachers could respond with targeted instruction where performances did diverge.

Authors

• Alison L. Bailey, University of California - Los Angeles

• Yawen Yu, University of California, Los Angeles

• Rashmita Mistry, University of California - Los Angeles

• Alejandra Martin, American Institutes for Research

• Katherine M Griffin, University of California - Los Angeles