View in EDS

Two-Way Immersion: Implementation and Outcome Evaluation

Saved in:
Bibliographic Details
Title: Two-Way Immersion: Implementation and Outcome Evaluation
Language: English
Authors: Heather M. Wilson, Montgomery County Public Schools (MCPS), Office of Shared Accountability
Source: Montgomery County Public Schools. 2025.
Availability: Montgomery County Public Schools. 850 Hungerford Drive, Rockville, MD 20850. Tel: 301-309-6277; Web site: https://www.montgomeryschoolsmd.org/
Peer Reviewed: N
Page Count: 79
Publication Date: 2025
Document Type: Reports - Research
Numerical/Quantitative Data
Education Level: Elementary Education
Descriptors: Program Evaluation, Program Implementation, Public Schools, Elementary Schools, Immersion Programs, Bilingualism, Cultural Awareness, Elementary School Students, Outcomes of Education, Bilingual Education, Spanish, English, Language Proficiency, Student Evaluation, Evaluation Methods, Educational Planning, Language Tests
Geographic Terms: Maryland
Abstract: Since the 2017-2018 academic year, Montgomery Public Schools (MCPS) has invested in the Two-Way Immersion (TWI) program, across six elementary schools, aiming to cultivate bilingualism, biliteracy, and biculturalism among students from Kindergarten through Grade 5. As part of this initiative, this comprehensive study assessed the implementation and outcomes of the TWI program, building on previous evaluations conducted by MCPS and the Center for Applied Linguistics (CAL). This evaluation utilized a mixed-methods approach, gathering data from teacher surveys (36% response rate), staff surveys (44% response rate), and parent surveys (8% response rate), along with interviews with school principals (n=4) and Dual Language Coaches (DLC) (n=7). Quantitative data were analyzed using descriptive statistics and statistical modeling to assess academic performance and language proficiency, while qualitative data from survey responses and interviews offered valuable insights into stakeholders' experiences and the program's implementation. The MCPS Two-Way Immersion (TWI) program made progress implementing assessments to measure dual-language education, particularly with Spanish math assessments which were implemented across Kindergarten-Grade 5, with more than 80% of teachers and staff rating them as effective. However, the program faced substantial challenges in implementing Spanish literacy assessments during the 2023-2024 academic year. More than 40% of teachers and staff rated these assessments poorly, and there was no external literacy assessment in Spanish for Grades 3-5. Furthermore, 62.7% of teachers and 58.5% of staff reported that measuring literacy progress was 'Not Going Very Well' or 'Not Well at All.' One respondent emphasized the "...lack of consistent tools for monitoring Spanish literacy progress." While English proficiency assessments were adequately provided, the absence of a dedicated assessment to measure Spanish language acquisition remains a critical gap. Over 60% of staff identified this as a significant issue, highlighting the need for more effective tools to evaluate Spanish language skills in TWI students. Despite these challenges, teachers and staff reported positive collaboration and data-driven instructional planning, though further improvements are needed in Spanish literacy assessments and proficiency measures.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED675337
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED675337
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED675337
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Two-Way Immersion: Implementation and Outcome Evaluation
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Heather+M%2E+Wilson%22">Heather M. Wilson</searchLink><br /><searchLink fieldCode="AR" term="%22Montgomery+County+Public+Schools+%28MCPS%29%2C+Office+of+Shared+Accountability%22">Montgomery County Public Schools (MCPS), Office of Shared Accountability</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Montgomery+County+Public+Schools%22"><i>Montgomery County Public Schools</i></searchLink>. 2025.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Montgomery County Public Schools. 850 Hungerford Drive, Rockville, MD 20850. Tel: 301-309-6277; Web site: https://www.montgomeryschoolsmd.org/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 79
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Numerical/Quantitative Data
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Immersion+Programs%22">Immersion Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Planning%22">Educational Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Maryland%22">Maryland</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Since the 2017-2018 academic year, Montgomery Public Schools (MCPS) has invested in the Two-Way Immersion (TWI) program, across six elementary schools, aiming to cultivate bilingualism, biliteracy, and biculturalism among students from Kindergarten through Grade 5. As part of this initiative, this comprehensive study assessed the implementation and outcomes of the TWI program, building on previous evaluations conducted by MCPS and the Center for Applied Linguistics (CAL). This evaluation utilized a mixed-methods approach, gathering data from teacher surveys (36% response rate), staff surveys (44% response rate), and parent surveys (8% response rate), along with interviews with school principals (n=4) and Dual Language Coaches (DLC) (n=7). Quantitative data were analyzed using descriptive statistics and statistical modeling to assess academic performance and language proficiency, while qualitative data from survey responses and interviews offered valuable insights into stakeholders' experiences and the program's implementation. The MCPS Two-Way Immersion (TWI) program made progress implementing assessments to measure dual-language education, particularly with Spanish math assessments which were implemented across Kindergarten-Grade 5, with more than 80% of teachers and staff rating them as effective. However, the program faced substantial challenges in implementing Spanish literacy assessments during the 2023-2024 academic year. More than 40% of teachers and staff rated these assessments poorly, and there was no external literacy assessment in Spanish for Grades 3-5. Furthermore, 62.7% of teachers and 58.5% of staff reported that measuring literacy progress was 'Not Going Very Well' or 'Not Well at All.' One respondent emphasized the "...lack of consistent tools for monitoring Spanish literacy progress." While English proficiency assessments were adequately provided, the absence of a dedicated assessment to measure Spanish language acquisition remains a critical gap. Over 60% of staff identified this as a significant issue, highlighting the need for more effective tools to evaluate Spanish language skills in TWI students. Despite these challenges, teachers and staff reported positive collaboration and data-driven instructional planning, though further improvements are needed in Spanish literacy assessments and proficiency measures.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED675337
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED675337
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 79
    Subjects:
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Immersion Programs
        Type: general
      – SubjectFull: Bilingualism
        Type: general
      – SubjectFull: Cultural Awareness
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Bilingual Education
        Type: general
      – SubjectFull: Spanish
        Type: general
      – SubjectFull: English
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Educational Planning
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Maryland
        Type: general
    Titles:
      – TitleFull: Two-Way Immersion: Implementation and Outcome Evaluation
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Montgomery County Public Schools (MCPS), Office of Shared Accountability
      – PersonEntity:
          Name:
            NameFull: Heather M. Wilson
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Titles:
            – TitleFull: Montgomery County Public Schools
              Type: main
ResultId 1