Abstract
Purpose. This study examined the effect of dual language immersion programs on the academic achievement of English language learners in the program versus the academic achievement of English language learners in English immersion settings. Methodology. This study was a causal-comparative statistical analysis, which was conducted using the data gathered from the standardized testing results of the Smarter Balanced Assessment Consortium (SBAC) assessments. Participants consisted of English language learners in dual language immersion and English immersion programs at the 6 schools in the participating district that have DLI programs. The study used secondary, de-identified student achievement data in the form of SBAC scores in English language arts and mathematics. Findings. Data revealed several statistically significant differences in English language arts and mathematics student achievement in favor of English language learners in dual language immersion. Additionally, the findings showed a consistently higher level of achievement in both subjects with the absence of statistical significance. Conclusions. Results of this study indicated that dual language immersion programs are a viable alternative as a mode of instruction for English language learners. English language learners consistently perform at a higher level in English language arts and mathematics in dual language immersion than English language learners in a non-dual language setting. Recommendations. Results of this study should be used to further investigate the effectiveness of dual language immersion programs, particularly at the secondary levels. In an effort to adequately educate English language learners, districts should consider the creation and/or expansion of dual language immersion programs to address both English language acquisition and academic content acquisition.