Dual-Language students outpace peers on tests

Dual-language students outpace peers on tests ELIZABETH HARMON With almost half of the students in Woodstock School District 200 enrolled in the dual-language program, administrators say they’re encouraged by their academic progress. At the Board of Education’s meeting Feb. 10, D-200 Director of Grants, Language and Culture Keely Krueger presented a report on the program, which includes 1,800 students in pre-K through high school who learn in both English and Spanish. The presentation included 2014 Illinois Standard Achievement Test scores that showed middle school dual-language students continue to outperform their mono-language counterparts. Results from the 2014 ISAT reading exam showed that among students taught in English only, 59 percent of sixth-graders, 65 percent of seventh-graders and 59 percent of eighth-graders met or exceeded state standards. Among dual-language students, about 80 percent of sixth-, seventh- and eighth-graders met or exceeded state standards. Math scores reflected a similar pattern. District 200’s dual-language classes are different from English-as-a-second-language programs. Parents of students who speak either English or Spanish as their first language can elect to have their children enter the dual-language program, where students receive regular classroom instruction in both languages. Krueger, Superintendent Mike Moan and members of the board suggested the dual-language students’ higher scores could be due to several factors, including the positive impact of learning a second language at a young age, teaching strategies, as well as active parental involvement in their education. “Our job for monolingual classes is to make sure we’re having the same kind of progress, and to ask what we can learn from our experience [in dual-language] moving forward,” Moan said. The performance bump applies to low income students as well, and Moan added that encouraging more African-American students to enroll in dual-language could benefit another demographic subgroup that has traditionally struggled academically. Krueger also recapped the progress the district has made with its dual-language high school program, one of a handful in the state. This year, the first class of dual-language students entered their junior year of high school and are taking Spanish content and literacy classes, in addition to English electives. Next year, the program will add a Spanish-language international business class. Students who pass a Spanish proficiency exam will receive a seal of biliteracy on their high school transcript. Those who have taken six dual-language courses and pass proficiency exams in Spanish and English also will be awarded a dual-language medallion to wear at commencement. The class of 2016 will include the first dual-language graduates. Woodstock’s program has attracted local and national attention. Teachers and administrators have been presenters at national dual-language conferences, and representatives from 10 districts in Illinois and Wisconsin have come to Woodstock to observe the program in action. With more area districts, including Crystal Lake, Harvard and Barrington, now offering dual-language programs, Krueger said finding native Spanish-speaking teachers continues to be a challenge. “With the growth of dual-language programs in other districts, there’s more competition,” said Krueger. While the district continues to recruit teachers from overseas, Krueger said that they are increasing efforts to hire locally but also are visiting job fairs throughout the state. “We’re only five years away from having a teacher come back who has gone through our program,” said board member Russ Goerlitz.