English Learners in Dual Language Programs: Evidence from Middle School Through College Enrollment

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 3
  In Roundtable Session: Dual Language Programmatic Planning and Design

Abstract

Dual language education has gained prominence nationwide, driven in part by the rapid growth of immersion programs serving English Learners and native English speakers. Studies leveraging randomized access to these programs consistently find positive impacts on academic achievement in early grades. However, evidence on long-term outcomes remains limited. In this study, we document the relationship between enrollment in dual language immersion and transitional bilingual programs and ELs’ academic achievement, advanced coursework, high school graduation, and college enrollment, relative to ESL instruction. Controlling for individual characteristics and initial English proficiency, ELs in dual language programs score higher on reading, math, and science assessments, are more likely to take advanced coursework, and are more likely to graduate on time and pursue higher education.

Authors

• Trey Miller, University of Texas - Dallas

• Camila Morales, University of Texas - Dallas

• Lynn Morgan, University of Texas - Dallas

• Gema Zamarro, University of Arkansas