The report found that a majority of states are implementing at least one of the dual immersion models in their schools. Importantly, such a transitional model - while better than pull-out or push-in, English-only ESL - has not been shown as effective at closing academic achievement gaps for DLLs as dual immersion. In this model, native language bridge students into English-only classes over time. By contrast, вЂњtransitionalвЂќ bilingual programs only use native language instruction for a temporary period. (Paradoxically, this can present funding problems: if an DLL reaches English proficiency and exits DLL status, there can be less federal and state DLL dollars to continue supporting the very dual immersion model that helped them succeed). Furthermore, one-way dual programs often emerge as an enrichment strategy geared towards native English-speakers, rather than an equity-minded intervention for DLLs.ДЇor DLLs, both types of these immersion models are unique because - unlike another other type of federally-permitted language instruction program - they stay in the program even after they reach English proficiency. This more segregated approach also raises DLLsвЂ™ reading scores - but not at dramatically as the two-way approach. One-way dual immersion programs group students predominantly from one language background, either as DLLs or as native English-speakers. But it can be hard to balance enrollment evenly by language (and maintain that balance over time), so two-way dual immersion is also harder to maintain. This model integrates DLLs and native English-speaking peers together, so language learning occurs in both directions (вЂњtwo waysвЂќ) in English and the DLLsвЂ™ home language. Namely, two-way dual immersion is the gold standard, вЂњFerrariвЂќ model, and usually produces the greatest gains for these students. Indeed, there are several different dual immersion models with different goals - and they do not all yield the same results for DLLs. This makes it difficult to understand who exactly who these programs are serving and how academic results compare across and within states. Finally, the researchers conducted case studies of six states ( Delaware, Utah, North Carolina, New Mexico, Illinois and Massachusetts) that have varying policies related to dual language and bilingual education.ДЄs the report highlights, one of the biggest obstacles to tracking national trends on dual immersion programs is the fact that terms are used inconsistently across states and districts. However, the majority of information on state policies and programs was pulled directly from state websites. Databases and resources, such as the Education Commission of the States, ColorГn Colorado and the National Assessment of Educational Progress (NAEP), were also reviewed. The researchers conducted a comprehensive review of the literature on dual language programs (published over the last 10 years) and then mapped each of the 239 articles onto the guiding questions underlying the current study. Department of Education from researchers at the American Institutes for Research (AIR) takes stock current state policies, practices, and challenges around implementing dual language programs. To gain a better sense of these efforts, a recent report by the U.S. Given the potential of this model, many states and district across the country are expanding their dual immersion offerings. At the same time, dual immersion has been shown to boot outcomes for all students, so everyone benefits. Over time, the model is consistently more effective at getting these kids to achieve in English literacy than English-only models of any variety, whether pull-out or push-in ESL services or mainstream classroom supports. A growing body of research shows that dual immersion modelsВ are particularly powerful for raising the academic achievement of DLLs. Many education leaders increasingly see the expansion of dual immersion programs as a promising answer to that question. While it is unlikely that a silver bullet exists, what can be done to help level the playing field? Policymakers and practitioners eagerly seek to identify interventions to disrupt this status quo. All too often, low-income, students of color - a population that overlaps with many dual language learners (DLLs) - face an educational вЂњopportunity gap.вЂќ Compared to whiter, wealthier peers, these students are not afforded equitable access to resources and experiences that would empower them to succeed.

Two way dual immersion