A longitudinal study of Indiana dual-language bilingual education: Aspirations for equity

Trish MORITA MULLANEY, Jennifer RENN, Ming Ming CHIU, Wayne E. WRIGHT

Research output: Contribution to conferencePaper

Abstract

In this longitudinal study, we examine two cohorts of emergent bilinguals’ (EBs) academic achievement in Spanish/English dual language bilingual education (DLBE) and ESL programs in Indiana elementary schools over four academic years. Findings show that academic achievement is higher in English language arts (ELA) and Math for EBs in DLBE models by the end of elementary school. Despite higher achievement for EBs in DLBE, their pass rate is just above the minimum potentially excluding them from placement in grade level or advanced, enrichment-oriented courses in the secondary grades. Implications suggest that the promise of DLBE for biliteracy and academic achievement must be leveraged with a systematic look at tracking systems that may foreclose on the equity DLBE programs presumably embody. Copyright © 2019 AERA.
Original languageEnglish
Publication statusPublished - Apr 2019

Fingerprint

bilingual education
longitudinal study
equity
academic achievement
language
elementary school
English language
school grade
art

Bibliographical note

Morita Mullaney, T., Renn, J., Chiu, M. M., & Wright, W. E. (2019, April). A longitudinal study of Indiana dual-language bilingual education: Aspirations for equity. Paper presented at the 2019 American Educational Research Association (AERA) Annual Meeting: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence, Metro Toronto Convention Centre, Toronto, Canada.