Abstract
Using a longitudinal, multi-cohort design, this study examines the academic and linguistic effects of student attrition from Spanish-English dual language immersion (DLI) programs, particularly among multilingual learners (MLs). Drawing on 10 years of assessment data from two schools, the study addresses four research questions through multinomial logistic regression and hierarchical linear modeling to evaluate predictors of attrition, reading growth trajectories, and English language proficiency across student subgroups. Results indicated that attrition was most common in the early grades and was modestly associated with disability rates. At the same time, assessment scores were not predictive of program exit. Growth modeling revealed that comprehension declined during and after the pandemic across all groups. In contrast, fluency gains favored students who remained in DLI programs, with attriters showing similar trajectories to non-DLI peers. For comprehension, attriters showed a large negative initial performance gap (Cohen's d = -2.12) that did not persist in growth trends; fluency outcomes showed negligible group differences (Cohen's d = 0.05). For ML students, DLI participation was associated with small, non-significant advantages in English proficiency growth (Cohen's d = 0.14), and native Spanish proficiency at entry did not significantly predict subsequent English acquisition. These findings contribute to the growing literature on dual language education by clarifying the limited academic impact of attrition and reinforcing the need for equity-driven supports across instructional models.
Degree
PhD
College and Department
David O. McKay School of Education; Educational Inquiry, Measurement, and Evaluation
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Mitchell, Nathaniel Blain, "Comparison of Elementary Dual Language Immersion Programs and Non-Dual Language Immersion Classes Before and After Attrition" (2025). Theses and Dissertations. 10883.
https://scholarsarchive.byu.edu/etd/10883
Date Submitted
2025-06-11
Document Type
Dissertation
Handle
http://hdl.lib.byu.edu/1877/etd13719
Keywords
immersion programs, student attrition, English language learners, hierarchical linear modeling, reading comprehension, language acquisition
Language
english