Achievement in predominantly low SES/Hispanic dual language schools

TLDR

The study examines standardized test performance of 659 Hispanic students in dual‑language programs in predominantly Hispanic/low‑SES schools relative to school and statewide peers. Results come from two studies of English‑language‑learner and native‑English Hispanic students in four schools. Hispanic students in dual‑language programs in predominantly Hispanic/low‑SES schools achieve equal or higher English test scores than mainstream peers and score above grade level in Spanish, confirming the program’s versatility.

Abstract

Abstract The purpose of this study is to examine how 659 Hispanic students in dual language programs in segregated or predominantly Hispanic/low socio-economic status (SES) schools are performing on standardized tests compared to school and statewide comparison groups. Test results are presented from two separate studies of English language learner and native English-speaking Hispanic students in four schools. Data are consistent in showing that Hispanic students participating in dual language programs in predominantly Hispanic/low SES schools achieve at similar or higher levels compared to their mainstream peers in tests of English. In addition, students achieve above grade level in assessments in Spanish. This study affirms the versatility of the dual language program for this increasingly common educational context.