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ERIC Number: EJ1155308
Record Type: Journal
Publication Date: 2017-Apr
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0002-8312
Effects of Dual-Language Immersion Programs on Student Achievement: Evidence from Lottery Data
Steele, Jennifer L.; Slater, Robert O.; Zamarro, Gema; Miller, Trey; Li, Jennifer; Burkhauser, Susan; Bacon, Michael
American Educational Research Journal, v54 n1 suppl p282S-306S Apr 2017
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 8; Junior High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Oregon (Portland)
IES Funded: Yes
Grant or Contract Numbers: R305E120003
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations