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District dual-language program posts mixed assessment results; board hears data and parent question about college minor claim
Summary
District staff presented APPLE assessment results for the Spanish and Chinese dual-language immersion (DLI) program, reviewed retention and AP/bridge outcomes, and agreed to look into parent concerns about whether students earn a college minor.
District assessment staff presented results from the APPLE assessment for Box Elder’s dual-language immersion program in Spanish and Chinese and described student outcomes, retention and the bridge program that follows successful AP performance.
Assessment director Jeff Morris said the APPLE exam measures speaking, reading, writing and listening across grades 3–9. He reported third-grade speaking proficiency at about 71% in Spanish and 78% in Chinese; fourth-grade Spanish reading was reported at 95% with writing at 85% and listening at 84%. Morris noted variability across grades and languages and said some lower fifth-grade Chinese scores may reflect recent staffing changes.
Morris described the program’s retention rate as roughly 75% and said it has been increasing; he said the district expects retention near 80% next year. He also described the district’s bridge program and college-credit opportunities: students who pass the language AP exam may earn college credits and then take bridge courses that carry 3,000-level credit.
A number of parents at the meeting and members of the board asked Morris to investigate a claim circulating among parents that students who complete DLI and the AP/bridge sequence receive a college minor. Morris said he would look into the discrepancy and report back.
Why it matters: DLI decisions affect program continuation, staffing, scheduling, and college-credit planning for participating students. Retention, assessment outcomes and the bridge/AP pathway affect program evaluation.
Quotes: “The APPLE assessment is a test that we give to our dual students in dual language immersion,” Morris said. He added, describing fourth grade, “Our Spanish reading was 95%, with a couple of classes right around 100% proficient.”
Next steps: Morris said he will investigate whether students who complete the DLI/AP/bridge sequence meet college requirements for a minor and return with clarification to the board.
Ending: The board accepted the DLI data presentation and requested follow-up on the minor/college-credit question.
