Studying the Scaling of a Full-Service Community School's Dual-Language Program: Challenges, Successes, and Outcomes

• In Event: Linguistic Equity, Competence, and Academic Achievement

Abstract

The Dual Language Program (DLP) of a Full-Service Community School (FSCS) serving students from Pre-K-4th grade has been studied since 2019 using a case study approach. Phase I findings were presented at AERA 2022. Phase II findings presented here, look at data from SY2019-20 and SY2020-21 determining through classroom observations and parent, student, and teacher surveys the challenges and successes of continuing to scale the program. Issues of equity for both teachers and students, regarding available instructional materials in Spanish and accessibility and enrollment into the program were identified. Analysis of iReady scores showed that even during COVID-19 induced virtual learning, DLP students’ learning outcomes did not regress when compared to their mainstream program (MP) counterparts and improved during SY2020-21.

Authors

• Jennifer Mata-McMahon, University of Maryland - Baltimore County
  Presenting Author

• Sabrina Williams, University of Maryland - Baltimore County
  Presenting Author

• Lance Kruse, North Carolina State University
  Non-Presenting Author