This causal-comparative quantitative study investigated the effects of dual-language immersion programs on reading and math achievement for non-English learner (EL) students that qualify for free/or reduced lunch status. The purpose of the study was to explore if dual-language programs are effective for non-EL students that qualify for free/or reduced lunch status through an analysis of PARCC/IAR English language arts/literacy and math scores. Growth in test scores on the PARCC/IAR ELA assessment were identified for both districts with many statistically significant findings for some of the identified subgroups. PARCC/IAR math scores demonstrated growth between certain combinations of subgroups whereas the majority of the findings of the math scores indicated lower overall scores amongst both school districts. Longitudinal analysis identified statistically significant findings for both PARCC/IAR ELA and math scores for students that did not qualify for EL status and qualified for free/or reduced lunch status. The majority of the students in the study did not demonstrate meeting or exceeding grade level expectations regardless of subgroup on the PARCC/IAR assessment which contradicted much of the previous research. Major findings included one participating school district demonstrating positive results which were similar to previous research findings whereas one of the districts results contradicted previously conducted research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]