Effects of Dual-Language Immersion Programs on Student Achievement

2017/04/01 by Jennifer L. Steele, Jennifer Steele, Robert Slater +6 · 7 citations
Social Sciences · Psychology · #School Choice and Performance #Reading and Literacy Development #Parental Involvement in Education

paper · doi:10.3102/0002831216634463

Abstract

Using data from seven cohorts of language immersion lottery applicants in a large, urban school district, we estimate the causal effects of immersion programs on students’ test scores in reading, mathematics, and science and on English learners’ (EL) reclassification. We estimate positive intent-to-treat (ITT) effects on reading performance in fifth and eighth grades, ranging from 13% to 22% of a standard deviation, reflecting 7 to 9 months of learning. We find little benefit in terms of mathematics and science performance but also no detriment. By sixth and seventh grade, lottery winners’ probabilities of remaining classified as EL are 3 to 4 percentage points lower than those of their counterparts. This effect is stronger for ELs whose native language matches the partner language.

Citations

• Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms

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