Effects of Dual-Language Immersion Programs on Student Achievement: Evidence from Lottery Data

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
Quelle	In: American Educational Research Journal, 54 (2017) 1, S.282 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831216634463
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% 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 3 to 4 percentage points lower than those of their counterparts. This effect is stronger for ELs whose native language matches the partner language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01