Dual Language Education and Student Achievement

Bibler, Andrew

doi:10.1162/edfp_a_00320

Cited by 7 publications

(8 citation statements)

References 9 publications

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“…Future research should attempt to evaluate effects of dual language programs and other state or district policies related more directly to multilingual students prospectively, rather than retrospectively. Such prospective research, such as the recent study by Bibler (2020), could provide evidence to support specific policy regarding dual language programs. Demographic factors were less consistently related to the magnitude of achievement gaps.…”

Section: Discussionmentioning

confidence: 98%

“…To our knowledge, this is the first study to demonstrate that presence of dual language programs is associated with smaller achievement gaps. One recent study of school lottery for enrollment in dual language programs in Charlotte-Mecklenburg, North Carolina (Bibler, 2020), reported that attending a dual language program was causally related to increases in reading and mathematics achievement for multilingual students. Bibler reported an improvement of 0.04 to 0.05 standard deviation units, which he described as equivalent to 10% to 20% of the local achievement gap between ELL and non-ELL students.…”

Section: Discussionmentioning

confidence: 99%

“…In addition to demographic factors, the availability of dual language programs in states and school districts may play a role in the achievement gap between monolingual and multilingual students. Prior evidence indicates that multilingual students enrolled in dual language programs have equivalent or greater English academic achievement than do multilingual students enrolled in English-only instructional programs (e.g., Bibler, 2020; Castro et al, 2011; Collins, 2014; E. B. Garcia, 2018; Raikes et al, 2019; Steele et al, 2017; Valentino & Reardon, 2015).…”

Section: Potential Contributing Factorsmentioning

confidence: 99%

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Evaluating Achievement Gaps Between Monolingual and Multilingual Students

Goodrich

Thayer

Leiva

2021

Educational Researcher

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This study represents an extension of the findings of Kieffer and Thompson (2018) and evaluates potential correlates of state- and district-level achievement gaps in reading and mathematics between monolingual and multilingual students. Using data from the National Assessment of Educational Progress, this study reported that there were substantial achievement gaps that were narrowing over time at the state level but that there were no achievement gaps between monolingual and multilingual students in large school districts. Larger numbers of dual language programs were associated with smaller achievement gaps. State achievement gaps narrowed more over time for states with larger numbers of multilingual students. Implications and directions for future research are discussed.

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

Section: Potential Contributing Factorsmentioning

confidence: 99%

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Evaluating Achievement Gaps Between Monolingual and Multilingual Students

Goodrich

Thayer

Leiva

2021

Educational Researcher

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“…Steele et al's (2017) study took place in Portland and included ELs and non-ELs in dual language programs that offered several partner languages. Bibler (2021) looked at school choice lotteries from Charlotte-Mecklenburg School District, and ELs comprised a minority of his sample. In contrast, my partner district only offers Spanish-English dual language education; the vast majority of program participants are Hispanic, 94% of whom were ever classified as ELs.…”

Section: Discussionmentioning

confidence: 99%

Dual Language Education and Academic Growth

Johnson

2024

Teachers College Record: The Voice of Scholarship in Education

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Background or Context: Dual language education aims to foster the development of bilingualism, biliteracy, sociocultural competence, and academic skills in all school subjects. Early correlational research suggests that participation in dual language education is associated with higher achievement. Recent studies leveraged more comprehensive sets of baseline characteristics and found that dual language students improved their achievement status more than other students. A major limitation to these studies is their lack of ability to model within-student growth. Thus, we lack evidence on the relationship between dual language education and growth trajectories within and across grades. Purpose: This paper reports academic achievement and growth in grades 2 through 8 for Hispanic participants and nonparticipants of a Spanish–English dual language program. It extends the literature by providing novel evidence on seasonal patterns of learning for multilingual students across the elementary and middle grades. Research Design: Applying a piecewise multilevel model to rich assessment data on a large sample of Hispanic students in a district in the Midwest, I compare the math and English reading growth rates of participants to nonparticipants of a dual language (DL) program. By separately specifying growth terms for each school year and summer, I test whether any differences in growth rates between DL and non-DL students expand, stay the same, or diminish across grade levels. Conclusion: Dual language participants started second grade with lower achievement than nonparticipants. In math, dual language participants grew more than nonparticipants during each year in grades 2 to 5 but lost more learning during summers. In English reading, dual language participants grew more during some school years. These findings suggest summer learning opportunities are crucial for addressing achievement disparities.

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“…Some recent studies have sought to account for differences in students’ baseline characteristics or to control for selection into DLI programs (Bibler, 2018; Serafini, Rozell, & Winsler, 2020; Steele et al., 2017; Umansky & Reardon, 2014; Watzinger–Tharp et al., 2016). A large‐scale study of DLI programs in Portland Public Schools controlled for selection bias by leveraging lottery‐driven enrollment‐estimated causal effects of access to DLI on students’ achievement in English, math, and science (Steele et al., 2017).…”

Section: Outcomes In DLI Programsmentioning

confidence: 99%

Sustaining Dual Language Immersion: Partner Language Outcomes in a Statewide Program

Watzinger‐Tharp

Tharp

Rubio

2021

The Modern Language Journal

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Dual language immersion (DLI) as an alternative model to monolingual English-medium education has continued to expand rapidly over the past decade. As this model continues to grow across the United States, stakeholders look to research to demonstrate sustainability and scalability of dual language programs. Drawing on 224 schools, the statewide study reported in this article investigated whether students' growth in a non-English DLI partner language sustained into the secondary level, to what degree students met performance benchmarks for these partner languages, and whether targeted outcomes were attained during program expansion. The longitudinal analysis of assessment data shows that middle school students performed at Intermediate Mid to High levels on the American Council for the Teaching of Foreign Languages (ACTFL) proficiency scale in listening, speaking, reading, and writing, and that a segment of students raised their performance levels from 8th to 9th grade. Furthermore, a considerable portion of DLI students in French and Spanish dual language programs reached the Advanced level in 9th grade. Finally, 3rd-and 4th-grade data show that targeted performance outcomes held from one testing year to another, 4 years later, and after a substantial increase in enrollments. The article concludes with a discussion of curricular and policy implications.

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Dual Language Education and Student Achievement

Cited by 7 publications

References 9 publications

Evaluating Achievement Gaps Between Monolingual and Multilingual Students

Evaluating Achievement Gaps Between Monolingual and Multilingual Students

Dual Language Education and Academic Growth

Sustaining Dual Language Immersion: Partner Language Outcomes in a Statewide Program

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