New Evidence From Los Angeles on Attendance, Reclassification, and the Path to Global California 2030
Publication Type
Commentary
Summary

Global California 2030 has the bold aim of expanding multilingual education statewide. New evidence from a Los Angeles Unified School District study shows that dual language immersion (DLI) has positive outcomes for English learner students. DLI students attend school more often than comparable peers in English-only classrooms and reclassify as English proficient at similar rates. These findings can address parental concerns that DLI may delay English development and can boost enrollment in DLI programs. This new PACE commentary calls for California to make DLI central to strategies for supporting multilingual learners through strategic investment in expanding access, strengthening data systems and bilingual teacher pipelines, and communicating with families about positive outcomes.

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