Dual language programs are associated with higher achievement and with EB/non-EB achievement gap closure by seventh grade¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Longitudinal research attributed to Collier and Thomas shows all student groups in dual language programs achieve at higher levels on state and national assessments than peers in other program types, and the third-grade EB/non-EB performance gap is eliminated by seventh grade. → Marjorie Ceballos 2022

Evidence¶

Ceballos & Nutta 2022¶

Ceballos, M., & Nutta, J. W. (2022). Emergent bilinguals and multimedia instructional design: Applying the science of learning principles to dual language instruction. Education Leadership Review, 23(1). ERIC EJ1380081

q2 · i? · theoretical · r2

The article reports, citing Collier and Thomas (2017), that "all student groups enrolled in dual language programs achieve at higher levels" than peers in other program types; it also cites Thomas and Collier (2012) on gap closure by seventh grade. Secondhand attribution; no effect sizes printed.

"Longitudinal research conducted by Collier and Thomas (2017) has shown that all student groups enrolled in dual language programs achieve at higher levels on state and national assessments than their peers in other program types."

Discussion¶

Learner Variables¶

• English-Learner Status — moderator: an instructional effect differs with it

Related Claims¶

• Teaching students in a language they understand benefits both language learning and broader learning — the general claim this finding bears on, with the studies behind it
• High L2 achievers in immersion programs show IQ gains, consistent with a higher threshold of bilingual competence — related
• Dual language learners especially benefit from high-quality early care and dual language immersion programs, and multilingualism is associated with cognitive, linguistic, social, and cultural strengths — a broader claim this one bears on
• GPAs were very similar for students who did and did not enter CPS as ELs, with a reading-grade gap that closed by seventh grade and similar Freshman OnTrack rates — related