Dual Language Education Programs: Current State Policies and Practices U.S. Department of Education Office of English Language Acquisition This report was produced under U.S. Department of Education Contract No. ED-04-CO- 0025/0018 with American Institutes for Research. Melissa Escalante served as the contracting officer’s representative. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, enterprise, policy, or practice mentioned in this publication is intended or should be inferred. For the reader’s convenience, this publication contains information about and from outside organizations, including hyperlinks and URLs. Inclusion of such information does not constitute an endorsement by the Department, nor does it indicate compliance with applicable federal laws. U.S. Department of Education Arne Duncan Secretary Office of English Language Acquisition Libia S. Gil Assistant Deputy Secretary December 2015 This report is in the public domain. Authorization to reproduce it in whole or in part is granted. Although permission to reprint this publication is not necessary, the citation should be U.S. Department of Education, Office of English Language Acquisition, Dual Language Education Programs: Current State Policies and Practices, Washington, D.C., 2015. This report is available on the Department’s website at http://www2.ed.gov/about/offices/list/oela/resources.html Availability of Alternate Formats Requests for documents in alternate formats such as Braille or large print should be submitted to the Alternate Format Center by calling 202-260-0852 or by contacting the 504 coordinator via e- mail at [email protected]. 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Dual Language Education Programs: Current State Policies and Practices December 2015 Prepared for: Office of English Language Acquisition (OELA) Office of State Support (OSS) U.S. Department of Education Prepared by: Andrea Boyle Diane August Lisa Tabaku Susan Cole Ashley Simpson-Baird American Institutes for Research Washington, DC 20007 Contents Contents ........................................................................................................................................ iv List of Exhibits ............................................................................................................................. vi Acknowledgments ....................................................................................................................... vii Executive Summary ................................................................................................................... viii Focus of This Report .......................................................................................................... ix Key Findings ....................................................................................................................... x I. Introduction ....................................................................................................................... 1 Overview ............................................................................................................................. 1 Focus of This Report ........................................................................................................... 9 Overview of Analytic Approach and Data Sources ............................................................ 9 Considerations................................................................................................................... 17 Organization of This Report ............................................................................................. 18 II. Dual Language Education Program Design—Features and Guidance ..................... 19 Types of Dual Language Programs ................................................................................... 20 Characteristics of Dual Language Education Programs ................................................... 24 Prevalence of Dual Language Education Programs.......................................................... 30 State Definitions of Dual Language Programs ................................................................. 31 State Guidance on Dual Language Program Features ...................................................... 37 Chapter Summary ............................................................................................................. 43 III. Student Eligibility for and Placement Into Dual Language Programs ...................... 44 Identifying Students as English Learners or English Proficient Students ........................ 44 Reclassifying Students as English Proficient .................................................................... 48 State Policies on Student Placement in Dual Language Programs ................................... 50 Recruiting and Retaining Students in Dual Language Programs...................................... 51 Chapter Summary ............................................................................................................. 54 IV. Standards, Assessments, and Program Evaluation Practices ..................................... 55 English Language Proficiency Standards and Assessments ............................................. 56 Partner Language Proficiency Standards and Assessments .............................................. 60 Academic Content Standards and Assessments ................................................................ 63 ESEA Accountability Requirements ................................................................................. 68 Program Evaluation Practices ........................................................................................... 69 Chapter Summary ............................................................................................................. 71 V. Teacher Qualifications and Professional Development ............................................... 72 Qualifications of Dual Language Program Teachers ........................................................ 73 Building the Supply of Qualified Teachers ...................................................................... 78 Professional Development for Teachers in Dual Language Programs ............................. 80 Chapter Summary ............................................................................................................. 84 Contents iv Dual Language Programming and Policies VI. State Support for Dual Language and Bilingual Programming ................................. 85 State Policies Toward Bilingual Programming................................................................. 86 Funding for Dual Language Programs .............................................................................