- Last Updated: 29 June 2020 29 June 2020
Frequently Asked Questions
- Do I have to live in the school's attendance area to enroll in the program?
- Families who live in the school's attendance area have first priority for enrolling in this program. If there is space available then families who live outside the attendance area may enroll. If there are more students interested than space available, then students will be selected by lottery. The capacity at Hayward is 40 students, and Capacity at Rosa Parks is 50 students.
- Can I enroll my 2nd-grade child?
- Dual Immersion is brand new in 2019-2020 and the only kindergarten is available. The program will grow by one grade each year:
1st grade - 2020-2021
2nd grade - 2021-2022
3rd grade - 2022-2023
4th grade - 2023-2024
5th grade - 2024-2025
- If I don’t enroll my child as a kindergartner, will I be able to enroll him or her later?
- The first consideration will be if there is space available. The second will be maintaining a mix of Spanish-speaking and English-speaking students. The next consideration will be proficiency with Spanish, it is difficult for a student with no Spanish skills to join the program midstream.
- What if my student has special needs?
- All children have the capacity to become bilingual. Special needs will not prevent your child from being accepted and succeeding in this program.
- What happens when my child reaches middle school?
- Your child may continue their Spanish instruction by joining the one-way Immersion students from Sonia Sotomayor Elementary. Currently, these students go to Edison Middle School. By 2025 when our Dual Immersion students reach Middle School, there may be other locations. There will be a path available for students to continue their immersion experience through high school.
- How do students in Dual Immersion programs compare academically to students in other types of educational programs?
Several investigators have examined the reading and math achievement of students in dual language programs at late elementary or secondary levels to determine the long-term impact of Dual Immersion programs (e.g., Cazabon, Nicoladis, & Lambert, 1998; Collier & Thomas, 2004; Howard, Sugarman & Christian, 2003; Kirk-Senesac, 2002; Lindholm-Leary, 2001, 2005).
These studies showed that overall both English language learners and native English speakers made significant progress in both languages; both groups scored at or well above grade level in both languages by the middle school, and both groups performed at comparable or superior levels compared to same-language peers in other educational settings.
On norm-referenced standardized tests of reading and math achievement in English, native English speakers outscored their English-only peers in English-only classrooms. English language learners who had learned English in a Dual Immersion program scored significantly higher than their English language learning peers who had studied in other kinds of programs in the state and also performed on a par with native English speaking students in English-only classrooms (Lindholm-Leary, 2004; Lindholm-Leary & Borsato, in press).
- When do students perform at grade level on standardized achievement tests in their first and second languages?
- Native English speakers tend to perform at grade level in their first language once they have received formal reading instruction through that language, and their achievement is at grade level in the second language typically by third grade, if not sooner.
For English language learners, scores are usually in the average range in their first language by second grade, but as a group, they do not achieve at grade level in English until middle school.
- Within Dual Immersion programs, how does the academic performance of native English speakers compare to that of English language learners?
- Native English speakers typically achieve at higher levels in English than do English language learners (Howard, Sugarman & Christian, 2003). By middle school, native English speakers in Dual Immersion programs on the average score above grade level in standardized achievement tests of reading and math, while English language learners on average approach grade level. However, students who begin elementary school as English language learners and develop full oral and reading and writing proficiencies in English often have a mean performance that is as high as or higher than that of native English speakers.