Dual Demand

Posted: February 2020 Summary

• Application growth for dual language immersion (DL) schools overall has outpaced general My School DC application growth, but demand varies greatly by school, location, and grade level.

• Given the range demand among DL schools, the programmatic offering of DL immersion influences demand but it can’t be concluded as the primary driver of most DL applications. According the My School DC surveys, proximity to home, school reputation, and standardized test scores are also important.

• The number of students matched and waitlisted at DL schools has grown. Supply of DL schools has also grown so the percentage of students without a match or waitlist offer has remained constant and similar to the general application pool.

• For some DL schools, only students with a lottery preference (such as sibling or in-boundary) at that DL school are matched on the day of lottery results.

• There is not a significant difference in likelihood to enroll at a DL matched school between

2 students who meet special populations criteria (at-risk, LEP, SPED) and those who do not. My School DC: Context

Lottery Overview Applications to Enrollment • In the lottery period, applicants apply to up For school year (SY) 18-19, ~84% of lottery to 12 schools and rank them in the order applicants received either a match and/or waitlist they like those schools offer and ~57 percent accepted an offer to enroll • Applicants can receive at most, one match and then remain on the waitlist for schools ~25,000 students APPLY they rank more highly

• Applicants can receive waitlist offers ~21,000 applicants receive OFFERS throughout the spring and summer to schools that they’ve ranked higher than their ~12,000 applicants match (or enrolled school) ENROLL

3 My School DC: Context

Factors in applying Factors in enrolling Factors in not enrolling (n=4,095) (n=2,500) (n=341) Proximity to Proximity to Proximity to 34% 40% 31% home home home Enrollment Reputation 33% Reputation 36% 26% paperwork Specialized Specialized 28% 27% STAR rating 25% program program Standardized Sibling DC School 18% 18% 25% test scores attending Report Card Sibling Before/After Sibling was 14% 15% 17% attending Care not matched

MSDC applicants were asked to rank the top three factors in their decisions. It was a required question with no “Other” option. 4 Dual Language Analysis: Context

• 20 schools identify themselves as dual language (DL) immersion defined as “Students learn a second language beyond dedicated language periods, with the second language often serving as the medium of instruction in core academic subjects.” • DC Public Board and DC Public Schools agreed on this definition to display on My School DC’s website and materials. See Appendix for each school’s own web description of their DL program. • The following analysis explores historic lottery results for the 18 DL immersion schools participating in My School DC, with a focus on the lottery for SY18-19 • Some schools offer multiple enrollment tracks based on language offered or language dominance. Public charter schools do not assess applicant language ability of applicants. DCPS does separate applicant pools by language dominance and is permitted to assess that dominance.

NOTE: Latin American Montessori Bilingual (LAMB) and Mary McLeod Bethune PCS did not participate in 5 My School DC during the lottery for the SY18-19 lottery, but do identify as DL schools. Historic Demand for DL schools

Dual language application growth has slightly outpaced overall application growth Historic number of applicants (indexed to SY15-16) Applicants to DL 2 schools has grown ~11% year-over-year 1.5

1 Overall applicants have grown ~7% year-over- 0.5 year 0 SY15-16 SY16-17 SY17-18 SY18-19 Total Applicants 20,349 21,208 22,050 24,996 Applicants to 1+ dual 6,209 6,464 7,098 8,368 language school

6 Historic Demand for DL schools

While #1 rankings at dual language schools has …over half of dual-language applicants outpaced the growth of overall lottery applications… are ranking a non-DL school more highly

Historic application growth Dual language applicants by ranking

7% YoY growth 24,996 53% 22,050 56% 55% 56% 20,349 21,208

11% YoY growth 46% 45% 45% 47% 3,932 2,892 2,915 3,190

SY15-16 SY16-17 SY17-18 SY18-19 Total applicants #1 Rankings at DL schools Ranked non-dual language higher SY15-16 SY16-17 SY17-18 SY18-19 Ranked dual-language as top (or only) choice 7 Dual Language Match Rate: SY18-19

Unmet demand could mean those who applied to DL schools and did not match, but consider that some DL applicants matched elsewhere to a non-DL school they ranked higher, so unmet demand can be narrowed even further to those unmatched who ranked a DL school as their top or only choice. 100%

Unmatched Unmatched 80% 6,763 DL applicants did not match to a DL school: 8,907 3,201 • 596 ranked DL as their only choice 60% RANKINGS • 2,080 ranked DL as their #1 choice over others Matched to non-DL 40% Matched 3,562 • LOCATION 288 unmatched with DL at their top or only choice % of Applicants % 16,089 live in Ward 7 or Ward 8 20% Matched to DL 1,605 0% Overall Applicants Dual Language Applicants 8 Historic Demand for Dual Language

Historically, 40-60% of applicants who applied only to DL schools go unmatched

49% 61% 54% 59%

SY15-16 SY16-17 SY17-18 SY18-19 Unmatched 375 478 455 596

Applicants to 764 789 838 1,012 only DL schools

9 Waitlisted Applicants at DL Schools

The number of applicants waitlisted and matched at dual language schools has grown steadily (~15% year over year); the percent that have gone unmatched has remained stable at ~60% 5,187 362 4,208 3,841 231 1,634 3,379 172 62% of applicants on a 262 1,395 waitlist at a DL school 1,383 went unmatched at any 1,255 school (DL or not).

language schools schools language 3,191 2,582

1,862 2,286 Applicants waitlisted at dual dual at waitlisted Applicants

SY15-16 SY16-17 SY17-18 SY18-19 Unmatched Matched at a non-DL school Matched at another DL school 10 School-level Demand: Entry Grade There is wide variance in the applicant to seats offered ratio in the SY18-19 application season for entry grades in DL elementary schools Example: for every one seat offered in PK3 at Cleveland’s English-dominant track, there were 24 applicants.

138.0 PK Entry Grade: Applicants per Seats Offered

41.9 28.9 24.5 24.0 22.9 22.1 19.2 15.6 12.5 11.9 11.3 6.7 6.3 6.0 5.5 4.5 4.3 2.9 2.7 2.4 2.2 1.8 0.6

Notes: All dual language elementary schools start at PK3 with the exception of Oyster-Adams, which starts at PK4 11 DCPS only offers Spanish DL options. The language in parenthesis refers to the dominant language of the applicant. School-level Seats and Preferences

For some DL elementary schools, only students who have a lottery preference at that DL school are matched on the day of lottery results

100% Most PK entry 3 matches did not 80% have a preference 3 5 Most PK entry 60% matches had a preference 40% 10 All PK entry 2 20% matches had a preference 1 0% DCPS dual language schools PCS dual language schools

12 Note: All dual language elementary schools start at PK3 with the exception of Oyster-Adams, which starts at PK4 Special Population Applicants

There is not a significant difference in likelihood to enroll at a dual-language match between students who meet the criteria of special populations and those who do not

100% 100% 100%

80% 80% 80%

60% 4,939 1,022 804 60% 60% 1,089 824 5,958 1,250 966 5,460 40% 40% 40%

20% 20% 20% 1,616 384 274 317 254 156 112 1,095 0% 0% 597 0% Applicants Matched Enrolled Applicants Matched Enrolled Applicants Matched Enrolled applicants matches students applicants students applicants At-risk Not at-risk Level 1-4 SPED General Education LEP Non-LEP

13 Note: Special population status is not known for some applicants Appendix

14 Dual Language Schools (1/5)

% of Non Grades English School Immersion Model Described on School Website as of June 2019 Model Sector Served Academic Time Bancroft is a dual language (Spanish/English) elementary school. Starting in students spend half of their academic class time each day working in English with one teacher and the other half working in Spanish with Bancroft another teacher. From to fifth grade students spend two thirds of their day receiving content instruction Elementary PK3 to 5 in Spanish. Each grade level team is composed of two lead teachers for (one for English and one for 50 Whole School DCPS School Spanish), one math lead teacher, one special education teacher and interventionists who support in both languages and/or in both content areas. A majority of Bancroft’s students are native Spanish speakers, and its student body as a whole includes children from many nationalities. The dual language program follows the 50/50 dual immersion model, organizing homerooms into pairs, with one teacher offering instruction in English and one in Spanish. English and Spanish teachers deliver the same lessons each day, while the students rotate between the other classroom, using what they learned in one language to Bruce-Monroe apply that to the next day’s lessons in the other language. To help students reach this goal, they are immersed Elementary PK3 to 5 equally in both languages in all content areas starting in Head Start or Pre-Kindergarten and moving through the 50 Whole School DCPS School @ Park 5th Grade. The dual language program follows the 50/50 dual immersion model, organizing homerooms into pairs, View with one teacher offering instruction in English and one in Spanish. English and Spanish teachers deliver the same lessons each day, while the students rotate between the other classroom, using what they learned in one language to apply that to the next day’s lessons in the other language.

15 Dual Language Schools (2/5)

% of Non Grades English School Immersion Model Described on School Website as of June 2019 Model Sector Served Academic Time Cleveland Elementary School has an English and Spanish Dual Language program. Dual is an Cleveland educational program in which students study grade level content in two languages. Students typically enter the Strand Elementary PK3 to 5 Unlisted DCPS program in the early years and develop reading, writing, listening, and speaking skills in a second language over the Program School course of a number of years. Columbia Heights Students will take Arts and further develop their language skills while taking key content courses Education Campus 6 to 8 Unlisted Whole School DCPS in Spanish (currently science and social studies). 6-8 (CHEC) Columbia Heights Strand Education Campus 9 to 12 Students can opt into our dual language program at the high school. Unlisted DCPS Program 9-12 (CHEC) Bilingual Pre-K 3-5 Math, Science, and Language Arts Programs - Bilingual education begins at age 3 at DC Bilingual. The DC Bilingual Pre-K classroom philosophy, schedule, and instructional model promote play and exploration in a variety of interest centers, emphasizing learning in small group settings alongside our targeted classroom DC Bilingual PCS PK3 to 5 instruction. 50 Whole School PCS DC International At DCI students take their language class every day. With electives and other classes offered in the target language School 6 to 11 DC International School offers from 25-50% langauge-immersion in Spanish, French, and Chinese. 25-50 Whole School PCS

16 Dual Language Schools (3/5)

% of Non Grades English School Immersion Model Described on School Website as of June 2019 Model Sector Served Academic Time Students learn to speak, read, write, and think in two languages: English and French, or English and Spanish. E.W Stokes PCS - Literacy instruction and content instruction are delivered in both languages. Students in Pre-Kindergarten spend 90 PK3 to 5 50-90 Whole School PCS Brookland percent of their day immersed in Spanish or French while Kindergarten through fifth grade spend 50 percent of their instructional time learning in each language. Students learn to speak, read, write, and think in two languages: English and French, or English and Spanish. E.W Stokes PCS – Literacy instruction and content instruction are delivered in both languages. Students in Pre-Kindergarten spend 90 PK3 to K 50-90 Whole School PCS East End percent of their day immersed in Spanish or French while Kindergarten through fifth grade spend 50 percent of their instructional time learning in each language. Houston Dual Language Education is an educational program in which students study grade level content in two languages. Whole School Elementary PK3 to 5 Students typically enter the program in the early years and develop reading, writing, listening, and speaking skills Unlisted DCPS (PK-2 Only) School in a second language over the course of a number of years. MacFarland offers an English/Spanish Dual Language Education program. Dual Language Education MacFarland is an educational program in which students study grade level content in two languages. Students typically enter Strand 6 to 8 Unlisted DCPS Middle School the program in the early years and develop reading, writing, listening, and speaking skills in a second language over Program the course of a number of years.

NOTE: Latin American Montessori Bilingual (LAMB) and Mary McLeod Bethune did not participate in My School DC during the lottery for the 18-19 school year, but do identify as dual language schools. 17 Dual Language Schools (4/5)

% of Non Grades English School Immersion Model Described on School Website as of June 2019 Model Sector Served Academic Time Our Dual Language classrooms contain roughly half English-native speakers and half Spanish-native speakers. This Marie Reed composition is referred to as a Two-Way Immersion classroom. The societal and educational aim of our dual Strand Elementary PK3 to 5 language classrooms is maintenance and enrichment of both languages, with bilingualism and biliteracy as the 50-90 DCPS Program School ultimate language aim. Bilingualism is the ability to proficiently speak and understand two languages. Biliteracy is the ability to proficiently read and write in two languages. At Mundo Verde we offer two bilingualism models. Grades PreK 3/4 and Kinder are full immersion in Spanish. This means that at least 90% of their instruction, exploration and play time is spent immersed in Spanish. Grades 1st to Mundo Verde 5th are dual immersion in English and Spanish. This means that students spend half their time learning in English PK3 to 5 50-90 Whole School PCS Bilingual PCS and half in Spanish. In our dual immersion grades, reading and writing in both languages is integrated into all projects and across all subject matters. Students develop a love of reading and writing through exposure to the wonders and pleasures of literature and through positive, authentic experiences as readers and writers. Oyster-Adams Students will receive Spanish humanities ad English humanities every year and will have math and science in either Bilingual School 4 to 8 Unlisted Whole School DCPS English or Spanish, depending on the grade level. (Adams) Oyster-Adams We believe that any content can be taught effectively in any language and we are confident in our experience and Bilingual School PK4 to 3 capabilities to adapt our instruction style, applying the appropriate strategies to make content comprehensible to 50 Whole School DCPS (Oyster) all of our students in order to achieve our goals.

18 Dual Language Schools (5/5)

% of Non Grades English School Immersion Model Described on School Website as of June 2019 Model Sector Served Academic Time Powell’s Dual Language program is a 50/50 program. Beginning in Kindergarten, scholars receive 50% of all content Powell Whole School instruction in Spanish and 50% in English. PS/ PK scholars will benefit from a Spanish language arts block which will Elementary PK3 to 5 50 (PK-2) Strand DCPS introduce them to Spanish reading concepts and a 60% (English)-40%(Spanish) model according to current best School (3-5) practice for PS/PK. Roosevelt High Strand 9 to 12 Unlisted DCPS School Program In the pre-kindergarten classrooms, Sela PCS uses a majority immersion model, meaning that the majority of the Sela PCS PK3 to 4 activities will take place in Hebrew. In Kindergarten through 5th grade students study both languages (Hebrew and 25-50 Whole School PCS English) in an immersion framework. The language instruction will be taught in that language.` In Pre-K, students experience a 90/10 Spanish immersion model where the majority of instruction occurs in Spanish Tyler Elementary Strand PK3 to 5 with the exception of Special classes (Art, PE, Music, Media, and Health). In grades K-2 student receive all content 50-90 DCPS School Program in both languages in a 50/50 dual language model. In grades 3-5 instruction is departmentalized. At Yu Ying, full immersion means that pre-k students are fully immersed in Chinese all day–5 days per Washington Yu week. Students in kindergarten through 5th grade learn all subjects in both Chinese and English. To do this, PK3 to 5 50-90 Whole School PCS Ying PCS students are split into two small, paired classes, and alternate between their English and Chinese classroom each day, so that in a two-week period students had equal time with their Chinese and English teachers.

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