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Effects of Dual-Language Immersion on Attendance and Reclassification in a Large Urban District. EdWorkingPaper No. 26-1491

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Title: Effects of Dual-Language Immersion on Attendance and Reclassification in a Large Urban District. EdWorkingPaper No. 26-1491
Language: English
Authors: Lucrecia Santibañez, Clémence Darriet, Sarah Asson, Francesca López, Claudia Cervantes-Soon, Erica Frankenberg, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2026.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 48
Publication Date: 2026
Sponsoring Agency: Spencer Foundation
Document Type: Reports - Research
Descriptors: Immersion Programs, Bilingual Students, English Learners, Urban Schools, Bilingual Education, Second Language Learning, Grade Level Differences, Educational Benefits, Labeling (of Persons)
Geographic Terms: California (Los Angeles)
Abstract: Dual-language immersion (DLI) programs have proliferated across the United States, yet evidence on their effects for English Learner-designated (EL) students in large, diverse urban districts remains limited. This study examines DLI's effects on attendance and reclassification--two outcomes that worsened for ELs following the COVID-19 pandemic. Using restricted student-level data from the Los Angeles Unified School District (2015-2022), we employ doubly-robust estimation to compare DLI and non-DLI students within the same schools. DLI enrollment is associated with substantially higher attendance for all student subgroups, including low-income ELs--an important finding given that attendance is strongly related to student engagement and long-term academic success. For reclassification, while DLI students show modestly lower rates in K-2, these differences disappear by third grade. By the end of elementary school, ELs in DLI reclassify at rates indistinguishable from peers in English-only classrooms, regardless of income status or home language-program language match. These findings directly address a common parental concern--that DLI will delay children's English acquisition--and the evidence suggests otherwise. As California seeks to dramatically expand bilingual education in the state, these results support DLI as an equity-enhancing intervention that benefits students while developing their multilingual assets.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: ED681934
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Lucrecia+Santibañez%22">Lucrecia Santibañez</searchLink><br /><searchLink fieldCode="AR" term="%22Clémence+Darriet%22">Clémence Darriet</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Asson%22">Sarah Asson</searchLink><br /><searchLink fieldCode="AR" term="%22Francesca+López%22">Francesca López</searchLink><br /><searchLink fieldCode="AR" term="%22Claudia+Cervantes-Soon%22">Claudia Cervantes-Soon</searchLink><br /><searchLink fieldCode="AR" term="%22Erica+Frankenberg%22">Erica Frankenberg</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: <searchLink fieldCode="DE" term="%22Immersion+Programs%22">Immersion Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Level+Differences%22">Grade Level Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Labeling+%28of+Persons%29%22">Labeling (of Persons)</searchLink>
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  Data: Dual-language immersion (DLI) programs have proliferated across the United States, yet evidence on their effects for English Learner-designated (EL) students in large, diverse urban districts remains limited. This study examines DLI's effects on attendance and reclassification--two outcomes that worsened for ELs following the COVID-19 pandemic. Using restricted student-level data from the Los Angeles Unified School District (2015-2022), we employ doubly-robust estimation to compare DLI and non-DLI students within the same schools. DLI enrollment is associated with substantially higher attendance for all student subgroups, including low-income ELs--an important finding given that attendance is strongly related to student engagement and long-term academic success. For reclassification, while DLI students show modestly lower rates in K-2, these differences disappear by third grade. By the end of elementary school, ELs in DLI reclassify at rates indistinguishable from peers in English-only classrooms, regardless of income status or home language-program language match. These findings directly address a common parental concern--that DLI will delay children's English acquisition--and the evidence suggests otherwise. As California seeks to dramatically expand bilingual education in the state, these results support DLI as an equity-enhancing intervention that benefits students while developing their multilingual assets.
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      – SubjectFull: Immersion Programs
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      – SubjectFull: California (Los Angeles)
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