The Effect of First-Grade Enrollment in Dual-Language Immersion Programs on Children's Reading Growth Over Five Years

• In Event: Academic Achievement and Educational Opportunities of Emergent Bilinguals

Abstract

The present study examined the causal effect of children’s first-grade enrollment in dual-language immersion (DLI) programs on the growth of reading achievement across 5 years, using the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K:2011) database. A propensity score adjustment was employed to match students who were in DLI programs in first grade with a group of non-DLI students on students’ prior reading performance and demographics, as well as parents’ educational and income levels, occupations, and family structure. Conditional growth curve models demonstrated that DLI enrollment in first grade had a causal effect on children’s English reading growth from Grade 1 to 5. Children who participated in DLI in grade 1 experienced greater improvements by grade 5.

Authors

• Ye Shen, University of Delaware

• Rui Wang, University of Delaware

• Fan Zhang, University of Delaware

• Christina Areizaga Barbieri, University of Delaware

• Adrian Pasquarella, University of Delaware