Effects of Dual-Language Immersion Programs on Student Achievement: Evidence from Lottery Data American Educational Research Journal v54 n1 suppl p282S-306S Apr 2017.

Autor/inn/en	Steele, Jennifer L.; Slater, Robert O.; Zamarro, Gema; Miller, Trey; Li, Jennifer; Burkhauser, Susan; Bacon, Michael
Titel	Effects of Dual-Language Immersion Programs on Student Achievement: Evidence from Lottery Data American Educational Research Journal v54 n1 suppl p282S-306S Apr 2017.
Quelle	54 (2017) 1, S.282 (39 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Immersion Programs; Reading Achievement; Mathematics Achievement; Science Achievement; Urban Schools; Program Effectiveness; Scores; English Language Learners; Classification; Cohort Analysis; Native Speakers; Spanish; Mandarin Chinese; Japanese; Russian; Elementary School Students; Secondary School Students; Public Schools; Bilingualism; Grade 5; Grade 8; Intervention; Oregon (Portland) + Suchen Sie Ihr Suchwort? Immersionsprogramm; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Classification system; Klassifikation; Klassifikationssystem; Kohortenanalyse; Muttersprachler; Spanisch; Japaner; Japanisch; Russisch; Sekundarschüler; Public school; Öffentliche Schule; Bilingualismus; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08
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 percent 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 three to four percentage points lower than those of their counterparts. This effect is stronger for ELs whose native language matches the partner language. [This article was published in: "American Educational Research Journal" v54 n1 suppl p282S-306S Apr 2017 (EJ1155308).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01