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    R&E Conducts In-Depth Study of International Education/Dual Language Immersion
    Posted on 05/22/2018
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    Our study of International Education/Dual Language Immersion (DLI) found that International Schools serve a higher percentage of Historically Underserved students of color and English Language Learner (ELL) students. However, the distribution of these students varies greatly by feeder system or “pathway.” Of DLI students within International Schools, 39 percent are current or exited ELL students. Hispanic/Latino and white students together comprise 70 percent of DLI enrolled students. 

    DLI Enrollment by Race/Ethnicity (within SPS International Schools)

    DLI students speak a variety of languages in the home. Across all international schools, Spanish immersion has the highest percentage of heritage speakers, with 41 percent speaking Spanish at home. Nearly half of Mandarin immersion students speak another Asian language. Only 14 percent of Japanese immersion students are heritage speakers, with 80 percent of students in Japanese immersion speaking English at home.


    2016-17 Composition of DLI Students by Heritage Language

    In interviews, surveys, and focus groups, stakeholders across the 10 International Schools articulated that they want a district-supported vision for the future of International Schools, including intentional structures for collaboration and best practice implementation, targeted curriculum support and materials for DLI classes, and recognition of the specific staffing needs of international schools.

    In our analysis of student achievement, we found that most DLI students are adequately progressing in learning their partner language. Impact analysis demonstrated statistically significant, positive effects on Smarter Balanced state assessment results for students enrolled in all three DLI language programs (Spanish, Mandarin and Japanese), although results vary by year and subject. We found statistically significant, positive effects on math achievement in both years and in ELA achievement in 2016-17 for Hispanic/Latino students in the Spanish DLI program. The effects of the DLI program, where they exist, are of similar magnitude for different student groups (ELL, low-income, heritage speakers). The table below shows effect sizes for ELA and math across the three languages for both 2015-16 and 2016-17.

    Results in the table below show effect sizes for ELA and Math across the three languages for both 2015-16 and 2016-17.

    Click here to access the full materials for the International Education/Dual Language Immersion Program Review, including the Executive Summary, Full Report, and Technical Appendix.