However, those studies left open the question of whether the effects should be attributed to the DLI programs themselves or to the characteristics of the families and students who chose to enroll in those programs. Prior studies of DLI have shown that students in such programs perform as well as or better than their peers in core content areas such as English language arts, mathematics, and science - which are all typically tested in English - especially by mid-elementary school. DLI students outperformed non-immersion peers in two important ways Due to the scale and longevity of Portland's offerings, the study is one of a very few able to estimate academic effects for both native English speakers and English learners, and to track students' performance for up to nine years, from kindergarten through eighth grade. The random-assignment process allowed the study to estimate effects caused by access to these programs and not by the unobserved characteristics or preferences of families who chose DLI. In addition, the study was able to include programs that represented four different partner languages: Spanish, Japanese, Mandarin Chinese, and Russian. The scale of PPS's immersion offerings allowed the study to include both two-way programs, in which about half of the students are native speakers of English and half are native speakers of the "partner" (non-English) language, and one-way programs, in which most students in the classroom are new to the partner language. PPS provides a strong test bed for examining dual-language education at scale because the district offers a wide array of DLI programs - some dating to the mid-1980s - and because it has historically allocated immersion slots using a random-assignment lottery process for those who apply to the programs. Leveraging random assignment to identify the causal effects of DLI programs Department of Education's Institute of Education Sciences. The four-year study was funded by the U.S. In the largest random-assignment study of DLI education to date, RAND partnered with the American Councils on International Education and the Portland Public Schools in Oregon (PPS) to estimate the causal effects of the district's DLI programs on student performance over time in reading, mathematics, and science, and on English learners' reclassification as English proficient.
schoolchildren who are not native English speakers observational evidence that English learners in DLI programs academically outperform those in other programs and demand from parents of native English speakers who anticipate the benefits of bilingualism in an increasingly global society. This expansion appears driven by a number of complementary forces: a large increase in the share of U.S.
Although precise counts of DLI programs are not available, recent estimates place the figure between 1,000 and 2,000 nationally, with substantial recent growth in Utah, North Carolina, Delaware, and New York City. This effect was mostly attributed to English learner students whose native language matched the classroom partner language.ĭual-language immersion (DLI) programs - which provide both native English speakers and English learners with general academic instruction in two languages from kindergarten onward - are proliferating rapidly in the United States. English learners assigned to dual-language immersion were more likely than their peers to be classified as English proficient by grade 6.There were no clear differences in the effects of dual-language immersion by students' native language.Immersion-assigned students did not show statistically significant benefits or deficits in terms of mathematics or science performance.Portland Public Schools (PPS) students randomly assigned to dual-language immersion programs outperformed their peers on state reading tests by 13 percent of a standard deviation in grade 5 and by 22 percent of a standard deviation in grade 8.
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