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- Title
Longitudinal study of Spanish Dual Language Immersion graduates: Secondary school academic and language achievement.
- Authors
Padilla, Amado M.; Chen, Xinjie; Swanson, Elizabeth; Peterson, Margaret; Peruzzaro, Amy
- Abstract
Five cohorts of students (N = 322) who completed a K–5 Spanish Dual Language Immersion (DLI) program in an urban school district were followed longitudinally through middle and high school completion. Academic and language achievement data included English Language Arts and Mathematics scores on the Standardized Testing and Reporting (STAR) test for grades 3–8 and on the California Assessment of Student Performance and Progress (CAASPP) for 11th grade, 10th‐grade cumulative high school grade point average, enrollment in and grades earned in language classes, and attainment of the California Seal of Biliteracy. The DLI students were compared to non‐DLI students who attended the same schools. Most DLI students continued with advanced level classes in Spanish in high school, and nearly half earned the California Seal of Biliteracy. Achievement results indicate that DLI graduates performed at equivalent or higher levels than non‐DLI students on standardized achievement measures for English Language Arts and Mathematics. The Challenge: How do graduates of elementary Dual Language Immersion (DLI) programs compare to non‐DLI students in secondary school? The challenge is the scarcity of longitudinal research on DLI graduates. We followed 5th grade DLI students through 12th grade finding that they continue language study and that their achievement in English Language Arts and Mathematics is similar to non‐DLI students.
- Subjects
URBAN schools; ACADEMIC achievement; SCHOOL enrollment; LANGUAGE arts; GRADUATES
- Publication
Foreign Language Annals, 2022, Vol 55, Issue 2, p408
- ISSN
0015-718X
- Publication type
Article
- DOI
10.1111/flan.12615