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Stanford and SFUSD present longitudinal study: bilingual and dual-immersion pathways catch up to English-only instruction by middle school
Summary
A three-year Stanford-SFUSD study presented to the board found that while English-only (English plus) pathways show faster early English gains, bilingual maintenance and dual-immersion students catch up by grades 5—7 and in some measures surpass peers later; presenters urged targeted investments to close persistent gaps for Latino English learners.
District staff and Stanford researchers presented findings from a three-year, IES-funded evaluation of English learner instructional pathways in San Francisco Unified.
Ritu Khanna (Assistant Superintendent for Research, Planning and Accountability) introduced the partnership. Professor Sean Reardon (Stanford) and researchers Alana Umansky and Rachel Valentino described the study—s methods and major results: using cleaned pathway data going back to 2001 and following cohorts of students who entered kindergarten, researchers compared outcomes in three pathways (English plus/immersion, bilingual maintenance, and dual immersion). The analysis tracked English proficiency…
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