View in EDS

Racial, Linguistic, and Economic Diversity across Schools with Two-Way Dual Language Immersion Programs: Evidence from the Los Angeles Unified School District

Saved in:
Bibliographic Details
Title: Racial, Linguistic, and Economic Diversity across Schools with Two-Way Dual Language Immersion Programs: Evidence from the Los Angeles Unified School District
Language: English
Authors: Sarah Asson (ORCID 0009-0001-0412-5279), Erica Frankenberg (ORCID 0000-0002-9224-7734), Clémence Darriet, Lucrecia Santibañez (ORCID 0000-0002-1873-0250), Claudia Cervantes-Soon, Francesca López (ORCID 0000-0002-4099-7795)
Source: AERA Open. 2025 11(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Elementary Education
Descriptors: School Districts, Immersion Programs, Race, Economic Status, Bilingual Students, School Desegregation, Minority Group Students, Enrollment, Urban Schools, Elementary Schools, Native Speakers, Diversity (Institutional), Bilingual Education
Geographic Terms: California (Los Angeles)
ISSN: 2332-8584
Abstract: Two-way dual-language immersion (TWDL) programs aim to combine English speakers and speakers of a partner language in the same classroom to receive content instruction in both languages. Stated goals include bilingualism and biliteracy, high academic achievement, and sociocultural competence. In school districts aiming to reduce segregation, TWDL programs also can integrate students from diverse linguistic, racial, and economic backgrounds, although mounting evidence shows that equitable integration does not always happen. Using school-level enrollments and district data on TWDL program growth from 2000 to 2021, this paper describes enrollment and segregation patterns across the Los Angeles Unified School District elementary schools with TWDL programs. We find that elementary schools with TWDL programs are enrolling increasing numbers of racially, linguistically, and economically marginalized students and are generally more diverse than schools without TWDL programs, although there appear to be limits on the potential of TWDL programs to foster diversity, especially in a segregated urban context.
Abstractor: As Provided
Notes: https://doi.org/10.3886/E211701V1
Entry Date: 2026
Accession Number: EJ1494736
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1494736
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1494736
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Racial, Linguistic, and Economic Diversity across Schools with Two-Way Dual Language Immersion Programs: Evidence from the Los Angeles Unified School District
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sarah+Asson%22">Sarah Asson</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-0412-5279">0009-0001-0412-5279</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erica+Frankenberg%22">Erica Frankenberg</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9224-7734">0000-0002-9224-7734</externalLink>)<br /><searchLink fieldCode="AR" term="%22Clémence+Darriet%22">Clémence Darriet</searchLink><br /><searchLink fieldCode="AR" term="%22Lucrecia+Santibañez%22">Lucrecia Santibañez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1873-0250">0000-0002-1873-0250</externalLink>)<br /><searchLink fieldCode="AR" term="%22Claudia+Cervantes-Soon%22">Claudia Cervantes-Soon</searchLink><br /><searchLink fieldCode="AR" term="%22Francesca+López%22">Francesca López</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4099-7795">0000-0002-4099-7795</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2025 11(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Immersion+Programs%22">Immersion Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Economic+Status%22">Economic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22School+Desegregation%22">School Desegregation</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Enrollment%22">Enrollment</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Speakers%22">Native Speakers</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity+%28Institutional%29%22">Diversity (Institutional)</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California+%28Los+Angeles%29%22">California (Los Angeles)</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2332-8584
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Two-way dual-language immersion (TWDL) programs aim to combine English speakers and speakers of a partner language in the same classroom to receive content instruction in both languages. Stated goals include bilingualism and biliteracy, high academic achievement, and sociocultural competence. In school districts aiming to reduce segregation, TWDL programs also can integrate students from diverse linguistic, racial, and economic backgrounds, although mounting evidence shows that equitable integration does not always happen. Using school-level enrollments and district data on TWDL program growth from 2000 to 2021, this paper describes enrollment and segregation patterns across the Los Angeles Unified School District elementary schools with TWDL programs. We find that elementary schools with TWDL programs are enrolling increasing numbers of racially, linguistically, and economically marginalized students and are generally more diverse than schools without TWDL programs, although there appear to be limits on the potential of TWDL programs to foster diversity, especially in a segregated urban context.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Note
  Label: Notes
  Group: Note
  Data: https://doi.org/10.3886/E211701V1
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1494736
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1494736
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Immersion Programs
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Economic Status
        Type: general
      – SubjectFull: Bilingual Students
        Type: general
      – SubjectFull: School Desegregation
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Enrollment
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Native Speakers
        Type: general
      – SubjectFull: Diversity (Institutional)
        Type: general
      – SubjectFull: Bilingual Education
        Type: general
      – SubjectFull: California (Los Angeles)
        Type: general
    Titles:
      – TitleFull: Racial, Linguistic, and Economic Diversity across Schools with Two-Way Dual Language Immersion Programs: Evidence from the Los Angeles Unified School District
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sarah Asson
      – PersonEntity:
          Name:
            NameFull: Erica Frankenberg
      – PersonEntity:
          Name:
            NameFull: Clémence Darriet
      – PersonEntity:
          Name:
            NameFull: Lucrecia Santibañez
      – PersonEntity:
          Name:
            NameFull: Claudia Cervantes-Soon
      – PersonEntity:
          Name:
            NameFull: Francesca López
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2332-8584
          Numbering:
            – Type: volume
              Value: 11
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: AERA Open
              Type: main
ResultId 1