Dual Language Programs' Long-term Impact on Latino English Language Learners: A Quantitative Nonexperimental Study

Significant and chronic disparities across grade levels in reading and math between White students and Latino ELLs, as well as the highest dropout rate of any other race or ethnicity, indicate that improvements in educational outcomes need to be addressed for the growing population of Latino ELLs in U.S. schools. Dual language programs (DLPs) have been shown to increase Latino ELL achievement while students are in elementary school or shortly after leaving K-5 DLPs; however, long-term enhancement to scholastic performance in high school has not been established. The purpose of this quantitative, nonexperimental, archival study was to determine the extent, if any, to which differences exist in long-term academic achievement as measured by standardized test scores in tenth grade reading and math and by high school graduation rates for Latino ELLs who previously attended a K-5 or K-8 DLP, or did not attend a DLP. (Abstract shortened by ProQuest.).