Study on Dual Language Programs in Portland Demonstrate Benefit for ALL

A study conducted by the RAND Corporation, Portland Public Schools, and the American Council for International Education supported by an Institute of Education Science grants evaluated the benefits of dual language two-way programs in reading, math, and science outcomes.  Although they are not done with the study analysis, they published initial findings November 2015:
” the study examines the effects of dual-language immersion (DLI) on student achievement. The study’s goals are to
1)estimate the causal impact of immersion education on student
achievement in mathematics, English language arts, and science,
2) examine how this effect differs for native English speakers versus native speakers of other languages,
3) illuminate the variation in instructional practices among immersion programs and between immersion and non-immersion classes in DLI schools, and
4) document the costs of immersion instruction in the district

Main finding– students in dual language two-way program were 7 to 9 months ahead of student in non-dual language programs in reading outcomes according to state data.  Great finding supporting the need for more dual language programs around the country

To read the executive summary findings click here http://res.cloudinary.com/bdy4ger4/image/upload/v1446848442/DLI_Year_4_Summary_Nov2015v3_1_jwny3e.pdf

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Claudia Rinaldi View All →

Professor Claudia Rinaldi is the Chair of the Education Program at Lasell University. Her areas of research are the implementation of the Multi-Tier System of Supports (MTSS) framework in urban settings with English learners, teacher education in bilingual special education, and diversifying the teacher pipeline. Claudia has authored peer-reviewed publications and a book for educators called Practical Ways to Engage All Struggling Readers. She lead and developed a graduate certificate program in Teaching Bilingual Students with Disabilities for general, ESL and special education teachers geared towards applying research-informed practices to the questions and processes of identifying whether it is a language difference or a learning disability. Claudia developed a college mentoring program called Pathways to Teacher Diversity for districts and teacher education programs to partner in identifying and supporting underrepresented high school students interested in teaching careers to successfully access and persist in college. She serves in various boards including the National Center for Learning Disabilities and serves as an expert for Understood.org and the National Center for Intensive Interventions.

Professor Claudia Rinaldi believes that it is critical to prepare teacher leaders who may serve as advocates and allies and who will respond to the belief that all students can learn and succeed beyond barriers like culture, language, disability poverty, and marginalization in our country and globally.

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