Dual Language Education and Student Achievement

50 Pages Posted: 23 Jun 2018 Last revised: 18 Sep 2019

See all articles by Andrew Bibler

Andrew Bibler

University of Alaska Anchorage, Institute of Social and Economic Research; University of Alaska Anchorage - Department of Economics

Date Written: March 28, 2018

Abstract

Two-way dual language (DL) classrooms enroll students of two different language backgrounds and teach curriculum in both languages. I estimate the effect of attending a dual language school on student achievement using school choice lotteries from Charlotte-Mecklenburg School District, finding local average treatment effects on math and reading scores of more than 0.04 standard deviations per year for participants who were English language learners (ELLs). Attending a dual language school increased end of grade exam scores for students who were not considered ELLs by a similar magnitude. The positive effects of winning the lottery to attend a DL school are substantially larger than the effects of assignment to other magnet schools, and several peer and school characteristics are ruled out as explanations for the increased test scores. There is no statistically significant evidence that attending a dual language school changed the probability of having ELL status throughout elementary school.

Keywords: Language Immersion, Bilingual Education, English Language Learner, Magnet Schools, School Choice Lottery

Suggested Citation

Bibler, Andrew, Dual Language Education and Student Achievement (March 28, 2018). Available at SSRN: https://ssrn.com/abstract=3192647 or http://dx.doi.org/10.2139/ssrn.3192647

Andrew Bibler (Contact Author)

University of Alaska Anchorage, Institute of Social and Economic Research ( email )

3211 Providence Dr, BOC 3-301
Anchorage, AK 99508
United States

University of Alaska Anchorage - Department of Economics ( email )

United States

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