The effects of dual immersion programs on the achievement of English learners
This study examined data during the 2012-2013 academic school year from two Central Valley elementary schools located in California. Both of these schools are located within the same district. One school has a dual immersion program; the other does not. The school that has a dual immersion program has a total student population of 710. This school uses the 90/10 model. Over the course of the primary grades, the percentage of instruction in the minority language decreases, while the percentage of instruction in English gradually increases. The school consists of 364 male and 346 female students. The school’s ethnic composition consist of 89% Hispanic or Latino, 7% White, and 1% other. The other school does not have a dual immersion program. This school has a total student population of 578, 315 males and 263 females. The school’s ethnic composition consists of 72% Hispanic or Latino, 19% White, 4% African/American, 1% Asian, and 1% other. The third-grade English learners were selected from Power School reports for the 2012-2013 school year. All of the third-grade English learners (36) from the school that does not have a dual immersion program and all of the third-grade English learners (40) from the school with a dual immersion program participated in this study. The results of a t-test for independent samples showed no significant difference in the California English Language Development Test (CELDT) and California Standards Test (CST) in English language arts scores between the two groups of students.