Written in collaboration with the DC Language Immersion Project, this study explores how the demographics of dual-language schools compare with non-dual-language schools in DC’s traditional public and public charter schools. It asks whether and how these schools differ in terms of racial diversity, proportion of students classified as special education, and proportion of students classified as at-risk.
There is a critical national requirement for skilled speakers of languages other than English. The need is not new. It has been recognized and documented for more than fifty years in reports of high-level commissions, published analytical studies, and testimony by government and private figures before both houses of Congress, reports in national and local news media, and in a major presidential initiative.
This article examines high school graduation policies in all fifty states and the District of Columbia in order to assess the status of world language study in K–12 education. The article concludes that world language education is not prioritized in state-level policies, and it recommends initiatives at the federal level to improve the state of world language education in the United States.
We need a paragraph or two...