Does Early Elementary Dual Language Instruction Deliver as Promised?

Principal Investigator(s):  View help for Principal Investigator(s) Natalia Palacios, University of Virginia. School of Education and Human Development

Version:  View help for Version V1

Name File Type Size Last Modified
00_Save_files_in_SPSS_format_and_merge.sps text/x-spss-syntax 34.7 KB 05/02/2024 06:54:AM
01_Variable_Cleaning_in_SPSS.sps text/x-spss-syntax 116.7 KB 05/02/2024 06:24:AM
02_PSM_SAS_code.sas application/x-sas 3.6 KB 05/02/2024 06:30:AM
03_OLS_SAS_models.sas application/x-sas 2.3 KB 05/02/2024 06:32:AM

Project Citation: 

Palacios, Natalia . Does Early Elementary Dual Language Instruction Deliver as Promised? . Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2024-05-02. https://doi.org/10.3886/E201445V1

Project Description

Summary:  View help for Summary Utilizing Utah state data, the aim of this study is to examine the association between language program types programs (dual language programs [DLI], sheltered instruction [SEI], and English as a second language [ESL]) since first grade and third-grade basic literacy skills of Spanish-speaking English learners (ELs) in the U.S. We employ propensity score matching (PSM) to generate matched samples using child and family factors known to be associated with children’s early literacy: child sex, immigrant status, unhoused status, special education status, child met DIBELS benchmark at start of first grade, as well as family income and parental language (DLI & ESL, n = 380; DLI & SEI, n = 380; SEI & ESL, n = 550). Regression models comparing early literacy outcomes for each matched group indicate small trends, based on effect sizes, in favor of DLI programs when compared to other program types, although differences were not statistically significant. Implications for policy and practice related bilingual education are addressed.
Funding Sources:  View help for Funding Sources United States Department of Education. Institute of Education Sciences (R305B210008)

Scope of Project

Subject Terms:  View help for Subject Terms English learners; basic literacy; DLI; ESL; SEI
Geographic Coverage:  View help for Geographic Coverage State of Utah
Time Period(s):  View help for Time Period(s) 2014 – 2018 (Fall 2014 through Spring 2018)
Universe:  View help for Universe First-grade Spanish-speaking English learners (ELs) enrolled in different EL programs (i.e., DLI, ESL, SEI) in the 2014-2015 academic year. 


Data Type(s):  View help for Data Type(s) administrative records data
Collection Notes:  View help for Collection Notes The data sharing agreement with the Utah State Board of Education restricts the authors from sharing the data with outside parties. Data requests should be directed to the USBE Department of Data and Statistics.


Related Publications

Download this project

Published Versions

V1 [2024-05-02]

Export Metadata

Dublin Core

DDI 2.5

Report a Problem

Found a serious problem with the data, such as disclosure risk or copyrighted content? Let us know.

This material is distributed exactly as it arrived from the data depositor. ICPSR has not checked or processed this material. Users should consult the investigator(s) if further information is desired.