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Azusa Unified spotlights growth of dual-language immersion programs as DLI students show stronger gains
Summary
The board heard progress reports on Spanish and Mandarin dual-language immersion pathways that now extend preschool through high school; principals presented student and cohort outcomes and family testimonials. Valleydale reported notable gains in English language arts and math for DLI students.
Azusa Unified School District on Tuesday highlighted expansion of its dual language immersion program and early evidence that students in the program are making academic gains. District Director Margarita Gonzalez Zamador told the board that the district's DLI work centers on three goals: bilingualism and biliteracy, academic excellence, and multicultural competence.
Principals from Hodge, Dalton and Valleydale schools outlined site-level implementation and student experiences. Hodge Elementary principal Jeanette Flores described the program's long history at Hodge, noting the district adopted the dual language immersion model districtwide in 2016 and now serves 244 students from preschool through fifth grade at Hodge. Dalton principal Jessica Estrada outlined Dalton's Mandarin 50/50 model, now in its second year, and shared parent videos about language, culture and student confidence.
Valleydale principal Horacio Trejo presented school-level assessment data, saying English language arts proficiency rose districtwide at Valleydale from 21% in 2021'2 to 33% this year, and that DLI students reached 44% proficiency. In math, Valleydale's overall proficiency rose from 12% to 29%, and DLI students posted 36% proficiency. "This is not a story of delay. It is a story of depth, of persistence, and of promise," Trejo said, arguing bilingualism supports deeper thinking and problem solving.
Board members asked for additional cohort-level details and comparisons to other districts. Board member Greer said she'd like longitudinal cohort counts and attrition figures (how many students remain in the DLI pathway year-to-year); Trejo and Gonzales Zamador said staff would provide cohort-size and retention data. The board also discussed typical early-language timelines and how initial slower progress can accelerate as students build both languages.
Families and teachers on video and in the meeting praised the program for cultural connection and student confidence. One parent said her son had begun translating for family members after a year in the Mandarin program. Teachers and principals emphasized ongoing professional development and the district's work to create a preschool-to-high-school pathway, noting the first AUSD DLI cohort has reached Azusa High School and is taking pre-AP Spanish and other Spanish-language coursework.
The board did not take any formal action on the DLI presentation but directed staff to return with cohort and comparative outcomes data for further evaluation.
