This brief explores the potential of bilingual programs to support access to core content courses for students classified as English Learners (ELs). The most common types of bilingual education programs in Oregon are: (1) dual language: instruction is in English and a partner language, with goals of biliteracy and bilingualism. This is also known…

Providing instruction in multiple languages has the potential to simultaneously help both native English speakers and English learners to develop language proficiency. "Dual language programs" can help native English speakers develop proficiency in a second language and English learners develop proficiency in both their native language…

Providing instruction in multiple languages has the potential to simultaneously help both native English speakers and English learners to develop language proficiency. "Dual language programs" can help native English speakers develop proficiency in a second language and English learners develop proficiency in both their native language…

This three-article dissertation examined how policy choices in three key policy areas -- initial enrollment, service provision, and reclassification -- impact English learner (EL)-classified students. The first article examined the national landscape of state statutes, regulations, and state education agencies' (SEA) guidance that support…

In spring 2019, without controversy or fanfare and without violating the voter mandate of Proposition 203, emergent bilinguals in Arizona were once again granted unrestricted access to dual language bilingual education after nearly 20 years. The policy change was accomplished through a seemingly small piece of legislation that reduced the daily…

EMPOWER was an Investing in Innovation (i3) development grant awarded to Cabarrus County Schools by the Office of Innovation and Improvement, U.S. Department of Education. EMPOWER provided social-emotional, academic, and non-cognitive supports in magnet school settings to students from low-income families. Family engagement and teacher…

This technical appendix supports the "New Mexico Charter School Study: Findings Report," providing detailed information on statistical methods and results. The document includes: (1) Overview of Study Design; (2) Charter School Lottery Study; and (3) Dual Language and Charter School Matching Study. The Charter School Lottery Study…

Conducted for Arnold Ventures by Abt Associates, the "New Mexico Charter School Study: Findings Report" collates the results of Abt's evaluation of numerous charter schools in the state, several of which employ a whole-school dual language model. The study also created multiple logic models for use by practitioners, policymakers, and…

Students learning to read in more than one language, or emerging biliterates, are becoming increasingly common in schools. Early screening and identification of reading difficulties may lead to better outcomes for emerging biliterates as well as monolingual English students. Oral reading fluency (ORF) is one tool shown to be both a reliable…

In 2006, Arizona ELL Task Force implemented Structured English Immersion (SEI) within its public schools to educate emergent bilingual (EB) students. Although prior research has demonstrated limitations of SEI, we investigate whether institutionalization has improved its implementation and outcomes using coordinators' and teachers' responses from…

The rapid increase of Asian immigrant students in Canadian classrooms demands more systematic and increased language support to ensure all English language learners (ELLs) achieve success in school. However, research has found mixed results on the usefulness of current English as a Second Language (ESL) support programs and a growing…

These maps provide an overview of existing dual language programs in the district for the 2011-2012 school year and the distribution of English language learners.

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…

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…

Dual language immersion program models represent a potentially effective way to serve growing numbers of English language learners (ELLs) in schools and districts. However, local challenges, such as interpersonal conflict, can impact the process of implementing dual language policies and programs, limiting the extent to which they are able to meet…