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District presents dual-language immersion assessment results; retention and AP/bridge credits noted
Summary
Assessment director Jeff Morris presented Apple assessment results for the district's Spanish and Chinese dual-language immersion (DLI) program, sharing grade-by-grade percentages, retention figures and details about AP and bridge credits earned by students.
Box Elder School District assessment director Jeff Morris presented assessment data for the district's dual-language immersion (DLI) programs in Spanish and Chinese, highlighting mixed grade-by-grade proficiency and steady retention into the high-school bridge program.
Morris described the Apple assessment schedule and results, noting the DLI-speaking assessment (administered in odd-numbered years) and reading/writing/listening assessments (in even-numbered years). He reported sample results including: third-grade Spanish speaking at about 71% on grade level and Chinese speaking at about 78%; fourth-grade Spanish reading at 95%, writing 85% and listening 84%; fourth-grade Chinese reading 86%, writing 74% and listening 86%; fifth-grade Spanish speaking 91% and Chinese speaking 55% (noted as lower than usual possibly tied to a staffing change). For middle grades and ninth grade Morris noted variability by cohort and by modality but highlighted that ninth graders who pass the AP test are then eligible for the district bridge program.
Morris emphasized college-credit outcomes: students who pass the AP language assessment may earn college credit and then participate in the district "bridge" program, where students can take junior-level college courses. He said the bridge can yield up to nine college credits in addition to AP credit, and described the program as a major incentive for retention. "Our retention rate is around 75% right now, and for next year, we're projecting almost 80," Morris said, adding that retention is increasing and that many students stay through the end because of the college-credit opportunities.
Parents at the meeting raised a separate concern about whether completing the DLI sequence guarantees a college minor. Morris said he would research the matter and follow up with the board and community: "I'll look into that question," he said after parents noted mixed messaging about minors.
Ending: The board received the data presentation and asked staff to follow up on several parent questions, including clarification about how AP and bridge credits translate to a college minor.
