Abstract
The purpose of this quantitative study was to examine the academic performance of primary-grade English Language Learner (ELL) students attending Dual Immersion programs compared to their ELL peers in Full Immersion programs. This Indiana study employed a quasi-experimental design for non-equivalent control groups and analyzed three years of WIDA ACCESS assessment scores in reading, writing, and Overall English Proficiency. Archived test results from ELL students who attended one of 12 qualifying Dual Immersion programs were compared to the scores of ELL students who attended one of 12 comparable Full Immersion programs. Results were analyzed by grade level (K-3) and demographic subgroups, revealing several statistically significant findings. Specifically, kindergarten, first-grade, and female ELL students in Dual Immersion programs outperformed their Full Immersion counterparts in certain areas. Based on these findings, recommendations for educational practice include expanding Dual Immersion options for early-grade ELL students.
Recommended Citation
Chailland, C. D., & Gumbert-Harris, L. (2025). Dual or Full Immersion - What do WIDA ACCESS Scores Reveal Might Work Best for Primary Grade ELL Students?. Journal of English Learner Education. (17)2.
Retrieved from https://stars.library.ucf.edu/jele/vol17/iss2/6
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education Commons, Language and Literacy Education Commons, Other Educational Administration and Supervision Commons
