Parents and teachers urge Liberty Hill ISD to preserve two‑way dual language program

A string of parents, teachers and community members urged the Liberty Hill ISD Board of Trustees on Monday to preserve the district’s two‑way Spanish dual language immersion program and to publish a side‑by‑side cost analysis before converting the program to a one‑way model.

Speakers said the two‑way model promotes bilingualism, cultural connection and social inclusion by having English‑ and Spanish‑speaking students learn together. Several also described personal decisions — including choosing where to live and which schools to enroll their children in — that were driven by the program.

“Why would we want to limit this opportunity?” said Crystal Pardue, identified in the meeting as a parent and an educator who works with emergent bilingual students. “Research and our own experience show that students do better in two‑way models. When we separate them, we risk reinforcing social divides.”

Britney Avila, who said she served on the district’s committee that planned the program and later taught fourth grade in the dual language classroom, described classroom and community benefits she had observed: “The network of friendships that are created in the classroom, on the playground, and ultimately in our community among parents is much further reaching than most people realize.”

Ashley Coovison, a parent who said she moved into the district to participate in the program, and Lisa Massana, a parent and PTO member, also urged trustees not to reduce or convert the program. Coovison said some emergent bilingual (EB) families may stop enrolling if the district switches to a one‑way model: “Without English classmates by their side, Spanish‑speaking students might feel separated or left out — not just in language, but in friendships, on the playground, in daily school life.”

Speakers requested that the district: present a side‑by‑side cost analysis comparing two‑way and one‑way models; gather more community input; and involve the dual language team in planning. Several said the two‑way model is financially sustainable, citing district committee work and internal spreadsheets they had prepared.

The board did not announce a policy decision during public comment. Trustees heard the remarks during the agenda item for public comment; the transcript shows no formal vote or motion tied to the dual language remarks during that portion of the meeting.

District staff previously told the board the administration was reviewing policy updates and budget items; parents asked that any decision about the dual language model be accompanied by clear financial figures and broad community engagement.

Community members who spoke handed materials to trustees and said they would follow up with emails and letters.