1. What is the current status of Dual Language Education Programs in elementary schools in Wisconsin?

As of 2021, there are a few Dual Language Education Programs in elementary schools in Wisconsin. According to the Wisconsin Department of Public Instruction, there were a total of 28 dual language programs in 2018-2019 school year. These programs are predominantly located in urban areas, with the majority being in Milwaukee and Madison.

Some examples of elementary schools with dual language programs in Wisconsin include:

1. RISE Academy for Achievers (Milwaukee) – This elementary charter school offers a Spanish immersion program for all students from kindergarten through 5th grade.

2. Lowell Elementary School (Racine) – This public school offers a bilingual program for its English and Spanish-speaking students from kindergarten through 5th grade.

3. Frank Lloyd Wright Intermediate School (West Allis) – This public middle school offers a dual language immersion program for Spanish and English-speaking students.

4. Columbus Elementary School (Milwaukee) – This public school offers a French immersion program for its students from K3 through 5th grade.

There may be more dual language programs offered at the elementary level in private or charter schools that are not included in this list. Additionally, some schools may offer only partial immersion or bilingual programs rather than full dual language immersion.

Overall, while there is an increase in interest and support for dual language education programs in Wisconsin, they are still relatively limited and mostly concentrated in certain areas of the state. However, efforts are being made to expand these programs and make them more widely available across the state.

2. How many elementary schools in Wisconsin currently offer Dual Language Education Programs?

As of 2019, there were approximately 133 elementary schools in Wisconsin offering Dual Language Education Programs.

3. What languages are most commonly offered in Dual Language Education Programs in Wisconsin elementary schools?

The most commonly offered languages in Dual Language Education Programs in Wisconsin elementary schools are Spanish and Hmong. Other languages that may be offered include Mandarin, French, German, and Arabic. These languages vary depending on the specific school district and the demographics of the student population.

4. How do Dual Language Education Programs benefit students in Wisconsin?

Dual Language Education Programs benefit students in Wisconsin in various ways:

1. Bilingualism and Biliteracy: By participating in a Dual Language Education Program, students have the opportunity to become proficient in two languages, typically English and Spanish. This not only enhances their language skills but also provides them with the ability to communicate effectively with a wider range of people and opens up job opportunities in the future.

2. Academic Achievement: Studies have shown that students who are enrolled in Dual Language Education Programs outperform their peers on standardized tests in both English and their second language. This is because these programs not only focus on language acquisition but also provide rigorous academic instruction in both languages.

3. Cross-cultural Understanding: Dual Language Education Programs promote cross-cultural understanding by bringing together students from different cultural backgrounds. During the program, students learn about each other’s culture, traditions, and beliefs, ultimately promoting diversity and acceptance.

4. Global Awareness: In today’s interconnected world, being bilingual and having a deep understanding of different cultures is highly beneficial. Dual Language Education Programs equip students with these skills, making them globally aware and giving them a competitive edge in the job market.

5. Cognitive Development: Research has shown that learning two languages at an early age can enhance cognitive development, including problem-solving skills, critical thinking, and creativity.

6. Long-term Benefits: Students who participate in Dual Language Education Programs have better long-term outcomes compared to their monolingual peers. They tend to have higher graduation rates, attend college at higher rates, and have more career opportunities.

Overall, Dual Language Education Programs have a positive impact on student learning outcomes and provide many benefits that extend beyond the classroom setting.

5. Are there any specific requirements or guidelines for implementing a Dual Language Education Program in an elementary school in Wisconsin?

Yes, there are specific requirements and guidelines for implementing a Dual Language Education Program in an elementary school in Wisconsin. These include the following:

1. Compliance with state law: The program must comply with all state laws and regulations related to bilingual education and English language proficiency.

2. Identification and assessment of students: Schools must identify and assess students who are eligible for enrollment in the program. Students must have a primary language other than English and demonstrate limited English proficiency.

3. Qualified teachers: The program must have qualified teachers who can provide instruction in both English and the partner language.

4. Curriculum design: The program must have a well-designed curriculum that includes a balanced focus on both languages, as well as integration of content areas such as math, science, social studies, and art.

5. Instructional strategies: Teachers must use effective instructional strategies for teaching academic subjects in both languages, including providing ample opportunities for students to engage in real-world, authentic tasks using both languages.

6. Parental involvement: Schools must involve parents or guardians of participating students in the planning, implementation, and evaluation of the program.

7. Language allocation plan: The district or school must develop a detailed language allocation plan that outlines how each language will be used in instruction at different grade levels.

8. Ongoing training and support: Teachers involved in the program should receive ongoing professional development opportunities to enhance their skills in teaching in a dual language setting.

9. Program evaluation: A comprehensive evaluation plan should be put into place to monitor the effectiveness of the program over time.

10. Community outreach: School districts should involve community members, organizations, businesses, and universities with expertise in dual language education to support the program’s success.

11. Budget considerations: Schools should consider budgetary allocations necessary to cover additional costs associated with implementation of the dual language education program requirements (such as hiring bilingual staff).

12 Physical space requirements: If students from both languages attend school in the same building, schools must ensure sufficient classroom space and allocate resources for bilingual signage, materials, technology, books and other resources.

6. How are teachers trained to teach in a Dual Language Education Program setting in Wisconsin elementary schools?

School districts in Wisconsin are responsible for providing training and professional development opportunities for teachers in Dual Language Education Programs. Some possible ways that teachers may be trained to teach in this setting include:

1. Bilingual Education Certification: Teachers may be required to hold a bilingual education certification or endorsement, which typically includes coursework and training specific to teaching in a dual language setting.

2. Culturally Responsive Teaching: Professional development on culturally responsive teaching can help educators understand the cultural backgrounds of their students and how to integrate this knowledge into their instructional practices.

3. Language Acquisition Strategies: Teachers may receive training on effective strategies for teaching language acquisition, including techniques such as Total Physical Response (TPR), language immersion, and structured language practice.

4. Collaborative Planning and Instruction: Districts may provide collaborative planning time for dual language teachers to work together to plan lessons and curriculum that reflect the program’s goals and vision.

5. Dual Language Program Models: Districts may offer training on specific dual language program models, such as Two-Way Immersion or One-Way Immersion, to help teachers understand the unique features and expectations of these programs.

6. Professional Learning Communities (PLCs): PLCs allow teachers to collaborate with their colleagues, share best practices, and engage in ongoing learning related to dual language education.

7. Regular Coaching and Feedback: Districts may assign instructional coaches or mentors who can observe teachers in the classroom and provide personalized feedback on their teaching practices in a dual language setting.

8. Collaborating with Families: Training on family engagement can help teachers build strong partnerships with families of English Language Learners (ELLs) in order to support student learning in both languages.

Overall, teacher training for Dual Language Education Programs emphasizes a combination of pedagogical strategies, linguistic principles, cultural competency, collaboration, ongoing reflection and feedback, as well as family engagement practices that are crucial for successful instruction in this unique educational setting.

7. Are there any state funding or resources available to support the implementation of Dual Language Education Programs in elementary schools in Wisconsin?

Yes, there are some state funding and resources available to support the implementation of Dual Language Education Programs in elementary schools in Wisconsin. These funding and resources may vary depending on the school district and their specific program needs. Some potential sources of support include:

1. Bilingual-Bicultural Aide Program: This program provides funding for hiring bilingual staff to assist with instruction and classroom management in Dual Language Education Programs.

2. Bilingual Special Education Grant Program: This grant supports providing specialized instruction for English language learners (ELLs) who also have disabilities.

3. Title III English Language Acquisition Grants: This federal grant provides funding for developing and implementing high-quality language instruction programs for ELLs.

4. Bilingual Seal of Biliteracy: The Wisconsin Department of Public Instruction offers this award to graduating high school students who demonstrate proficiency in both English and another language.

5. Professional Development Opportunities: The Wisconsin Department of Public Instruction offers professional development opportunities for teachers working in dual language education programs, such as workshops, conferences, and webinars.

6. Technical Assistance from Educational Service Agencies (ESAs): ESAs throughout the state offer technical assistance and support for districts interested in implementing or expanding dual language education programs.

7. Community Resources: Local organizations, cultural centers, universities, or businesses may also offer resources and support for dual language education programs in elementary schools.

It is recommended that districts interested in implementing a Dual Language Education Program reach out to their local educational service agency or contact the Wisconsin Department of Public Instruction for more information on specific funding and resources available to them.

8. How is the success of Dual Language Education Programs measured and evaluated in Wisconsin elementary schools?

The success of Dual Language Education Programs in Wisconsin elementary schools is measured and evaluated through a variety of methods, including:

1. Student Achievement: One way to measure the success of dual language programs is by looking at student achievement on standardized tests. In Wisconsin, students participating in dual language programs are required to take the same state assessments as their monolingual peers. Schools often compare the academic performance of dual language students with their non-dual language peers to determine the effectiveness of the program.

2. Language Proficiency: Another key factor in evaluating dual language programs is measuring the students’ proficiency in both languages. Schools may use language assessments such as STAMP (STAndards-based Measurement of Proficiency) or AAPPL (Assessment of Performance toward Proficiency in Languages) to assess progress and growth in each language.

3. Program Completion Rates: Schools also track the number of students who complete the program and demonstrate bilingualism and biliteracy upon graduating from elementary school. This can be used as an indicator of program success.

4. Parent and Teacher Surveys: Feedback from parents and teachers can provide valuable insight into the success of a dual language program. Surveys can ask about satisfaction with the program, perceived benefits for students, and areas for improvement.

5. Graduation Rates: Some schools may also track the graduation rates of former dual language students to determine if they continue on to higher education or enter the workforce with strong language skills.

6. Longitudinal Studies: To fully assess and evaluate the long-term impact and success of dual language programs, some districts conduct longitudinal studies that follow students who have completed the program through high school and beyond.

7. Program Reviews: Periodic reviews conducted by district administrators or external evaluators can also provide a comprehensive evaluation of a dual language program’s success. This may include analyzing data on student performance, conducting observations, interviewing staff, parents, and community members, and reviewing program goals and objectives.

9. Are there any limitations or challenges faced by Dual Language Education Programs specifically at the elementary school level?

There are several challenges and limitations that Dual Language Education Programs may face at the elementary school level, including:

1. Availability of qualified teachers: Finding enough qualified teachers who are proficient in both languages can be a challenge, especially in areas with a shortage of bilingual educators.

2. Lack of resources and materials: Dual Language Education Programs require specific instructional materials and resources in both languages, which may not always be readily available or affordable.

3. Parental involvement: In order for students to fully benefit from a Dual Language Education Program, it is important for parents to support their child’s learning in both languages. However, some parents may not be proficient in the non-dominant language, making it difficult for them to help their child with schoolwork.

4. Balancing language proficiency: In order to achieve academic success, students must have balanced proficiency in both languages. This can be challenging to achieve if one language is dominant at home or if the program does not provide equal time and instruction in both languages.

5. Transitional period: Transitioning from a dual language environment to a monolingual one can be challenging for students as they may struggle with maintaining their second language proficiency or adjusting to an English-only classroom.

6. Limited program options: Dual Language Education Programs may not be available in all schools or communities, limiting opportunities for students who are interested in this type of education.

7. Testing and assessments: Standardized tests may not accurately reflect the academic progress of students in Dual Language Education Programs since they are typically designed for monolingual students.

8.Be Confident

9.Adjusting to new curriculum and methods: Some students may struggle with adapting to new teaching methods and curriculum used in a dual language program compared to traditional monolingual education. This can cause academic difficulties for some students initially.

10. What is the role of parents and families with students enrolled in a Dual Language Education Program at an elementary school in Wisconsin?

The role of parents and families with students enrolled in a Dual Language Education Program at an elementary school in Wisconsin is crucial to the success of the program. Parents and families play a vital role in supporting their child’s language development and academic progress, as well as promoting a positive attitude towards language learning and cultural diversity.

Some specific roles and responsibilities may include:

1. Supporting their child’s participation in the program by ensuring they attend school regularly, complete homework assignments, and participate in language immersion activities.
2. Encouraging their child to speak, read, and write in both languages at home.
3. Collaborating with teachers and school staff to monitor their child’s progress and address any concerns or challenges.
4. Participating in parent-teacher conferences and other school events to stay informed about their child’s progress.
5. Providing access to resources such as books, videos, or community events that promote language learning.
6. Valuing their own heritage culture while also embracing the culture of the target language.
7. Communicating with other parents/families in the program to exchange ideas and support each other.
8. Being actively involved in the school community through volunteering, attending meetings, or participating in cultural celebrations.
9. Advocating for continued support for Dual Language Education Programs at both the school and district level.
10. Serving as role models for their children by maintaining a positive attitude towards bilingualism and multiculturalism.

11. Is parent participation and involvement encouraged and supported within Dual Language Education Programs at the elementary school level?

Yes, parent participation and involvement is commonly encouraged and supported within Dual Language Education Programs at the elementary school level. In these programs, parents are seen as valuable partners in their child’s education and are often invited to participate in various activities, events, and meetings.

Some common examples of parent participation and involvement in Dual Language Education Programs include:

1. Attending orientation sessions: At the beginning of each school year or program cycle, parents are often invited to attend orientation sessions where they can learn more about the program curriculum, expectations, and how they can support their child’s language development.

2. Volunteering in the classroom: Parents may be invited to volunteer in the classroom by assisting teachers with tasks such as preparing materials or working with students one-on-one.

3. Participating in cultural celebrations: Many Dual Language Education Programs celebrate diverse cultures and may invite parents to share their own traditions and customs with students.

4. Attending parent-teacher conferences: Regular parent-teacher conferences provide an opportunity for parents to discuss their child’s progress and receive suggestions for how they can further support their learning at home.

5. Joining a Parent Advisory Committee (PAC): Some Dual Language Education Programs have a PAC made up of parents who help plan events, fundraisers, and provide input on program decisions.

6. Participating in workshops or trainings: Parents may be offered workshops or trainings on topics related to dual language education such as literacy strategies or bilingualism.

Overall, parent participation and involvement is highly valued within Dual Language Education Programs as it promotes a strong sense of community between families, schools, and students.

12. How does the curriculum differ between a traditional English-only program and a Dual Language Education Program at an elementary school level in Wisconsin?

The curriculum in a traditional English-only program and a Dual Language Education Program in Wisconsin will differ in several ways, including:

1. Language Instruction: In a traditional English-only program, all subjects are taught solely in English. However, in a Dual Language Education Program, students receive instruction in both English and another target language (such as Spanish, Hmong, or Mandarin). The target language is typically used for about 50% of the instructional time in the early grades and gradually increases to about 90% by the upper grades.

2. Content Areas: In a traditional English-only program, all content areas (such as math, science, social studies) are taught separately. In contrast, Dual Language Education Programs often integrate content from different subject areas within the same lesson to help students make connections between their languages and think critically across disciplines.

3. Multicultural Approach: A Dual Language Education Program often emphasizes cultural diversity and aims to promote an inclusive environment where all students feel valued for their cultural backgrounds. This may include celebrating multicultural holidays, learning about different cultures’ customs and traditions through projects or presentations, and incorporating diverse perspectives into the curriculum.

4. Biliteracy Development: While traditional English-only programs focus primarily on literacy development in one language (English), Dual Language Education Programs aim to develop students’ biliteracy skills – proficiency in reading and writing in two languages. This includes instruction on grammar, spelling, and vocabulary development in both languages.

5. Cross-Cultural Communication: Another important aspect of a Dual Language Education Program is developing strong cross-cultural communication skills among students who speak different languages. Students learn how to communicate effectively with peers from different linguistic backgrounds while also developing respect for cultural diversity.

6. Parent Involvement: Parent involvement is strongly encouraged in both types of programs; however, it may look slightly different. Dual Language Education Programs often have opportunities for parents who speak the target language to engage with their child’s education, such as assisting with translation or participating in cultural events.

Overall, the key difference between a traditional English-only program and a Dual Language Education Program is the focus on developing bilingualism and biliteracy skills while promoting cultural diversity and cross-cultural communication. Additionally, the curriculum in Dual Language Education Programs often incorporates more interactive and integrated learning experiences that involve both languages in order to provide a well-rounded education for students.

13. Do students who participate in a Dual Language Education Program at an elementary school have different academic outcomes compared to those who don’t?

It is possible for students who participate in a Dual Language Education Program at an elementary school to have different academic outcomes compared to those who do not participate. Studies have shown that students in Dual Language Education Programs tend to have higher academic achievement, particularly in reading and math, compared to their monolingual peers (Baker & Wright, 2017). This is because these programs not only teach students a second language, but also use the second language as a tool for developing literacy skills and critical thinking (García & Kleifgen, 2010).

Additionally, dual language immersion programs have been found to have positive effects on the cognitive development of students. Research has shown that bilingual individuals have stronger executive function skills, such as attention control and problem-solving abilities (Levinson & Sonsel, 2016). These skills are important for academic success and can give students an advantage in learning.

Overall, while results may vary based on individual circumstances and program quality, participating in a Dual Language Education Program at an elementary school may lead to improved academic outcomes for students compared to those who do not participate.

14, Are there any initiatives or policies related to promoting diversity and cultural understanding within Dual Language Education Programs at the elementary school level in Wisconsin?

Yes, there are multiple initiatives and policies aimed at promoting diversity and cultural understanding within Dual Language Education Programs at the elementary school level in Wisconsin.

1. Wisconsin Seal of Biliteracy Program: This program recognizes high school graduates who have attained a high level of proficiency in one or more languages in addition to English. The program encourages students to pursue language study and promotes cultural understanding.

2. Bilingual-Bicultural Education and English as a Second Language (ESL) Programs: These programs aim to provide equitable and effective education for all students, regardless of their first language or cultural background. They help students develop academically, linguistically, and culturally through daily instruction in both English and their native language.

3. Culturally Responsive Education: This approach emphasizes the importance of understanding and valuing students’ cultural backgrounds and experiences in order to improve their academic outcomes. Dual Language Education Programs often incorporate this approach by incorporating diverse perspectives and materials into their curriculum.

4. Professional Development Opportunities: Many schools offer training and professional development opportunities for teachers to enhance their skills in supporting diverse learners in Dual Language Education Programs. This can include workshops on strategies for promoting cultural understanding, addressing implicit bias, or teaching content from different cultural perspectives.

5. Community Partnerships: Some Dual Language Education Programs partner with community organizations that provide resources and support for immigrant families or cultural events to promote awareness and understanding among students about different cultures.

6. State Policies: The Wisconsin Department of Public Instruction has policies related to Multilingual/Multicultural Education that guide the implementation of Dual Language Education Programs. These policies stress the importance of providing access to quality education for all students regardless of language or cultural background.

Overall, there is a strong emphasis on promoting diversity and cultural understanding within Dual Language Education Programs in Wisconsin through various initiatives, programs, and policies that support the academic success of all students.

15. Do children with cognitive or learning disabilities have access to Dual Language Education Programs at the elementary school level in Wisconsin?

It is ultimately up to each individual school district in Wisconsin to determine whether they offer Dual Language Education Programs for children with cognitive or learning disabilities. However, federal law requires that schools provide appropriate accommodations and support services for students with disabilities who are participating in any type of language instruction program. Parents can work with their child’s Individualized Education Program (IEP) team to discuss whether a Dual Language Education Program would be beneficial for their child and what accommodations may be needed.

16, What are some best practices for engaging both English-dominant and non-English dominant students within a Dual language education setting at an Elementary School level in Wisconsin?

Here are five best practices for engaging both English-dominant and non-English dominant students within a dual language education setting at an Elementary School level in Wisconsin:

1. Cultivate a welcoming and inclusive classroom environment: Dual language education can be intimidating for both English-dominant and non-English dominant students, as they may feel self-conscious about their language abilities. To create a positive learning environment, it is important to foster a sense of community by celebrating all languages and cultures represented in the classroom. Encourage students to use their native languages and provide opportunities for cultural exchange.

2. Use a variety of instructional strategies: Dual language education is most effective when instruction is provided through multiple modalities. This includes using visual aids, hands-on activities, and technology to engage all learners. Incorporate music, games, role-playing, and other interactive methods into lessons to keep students motivated and engaged.

3. Create differentiated instruction: While all students are learning the same content, they may have different levels of proficiency in each language. Teachers should differentiate instruction based on the needs of individual students to ensure that everyone is challenged at their own level. This could involve providing additional support or extension activities for students who need it.

4. Utilize peer collaboration: Collaborative learning activities provide opportunities for English-dominant and non-English dominant students to work together on tasks such as peer editing or group projects. This allows for cross-cultural communication and encourages students to learn from one another.

5. Partner with families: Parents play a crucial role in supporting their child’s language development in a dual language program. Educate families about how the program works and ways they can support their child’s progress at home. Invite parents to participate in classroom activities or cultural events to further strengthen the connection between school and home.

In conclusion, creating an inclusive environment, using varied instructional strategies, differentiating instruction, promoting peer collaboration, and partnering with families are five best practices for engaging both English-dominant and non-English dominant students in a dual language education setting at an elementary level in Wisconsin. By implementing these practices, teachers can create a supportive and enriching learning experience for all students.

17. How do Dual Language Education Programs at the elementary school level in Wisconsin incorporate cultural awareness and sensitivity within classroom instruction?

Dual Language Education Programs at the elementary school level in Wisconsin incorporate cultural awareness and sensitivity through several key elements:

1. Culturally Responsive Curriculum: These programs typically follow a curriculum that reflects the linguistic and cultural diversity of the students. So, students not only learn academic subjects but also learn about the culture and language of their classmates.

2. Bilingual Instruction: In dual language education programs, instruction is provided in both English and another language. This can be Spanish, Hmong, or any other language based on the population of the school. This allows students to learn alongside peers who speak a different language and promotes cultural understanding.

3. Language Exchanges: Many dual language programs include opportunities for students to engage in language exchanges with native speakers from different cultures. This gives students firsthand exposure to different customs, traditions, and ways of life.

4. Celebrations and Festivals: Schools often incorporate multicultural celebrations and festivals into their curriculum to help students understand and appreciate diverse cultures. These events may include performances, food tastings, art projects, or presentations from guest speakers.

5. Community Involvement: Dual language education programs may also involve community members who represent different cultures to come into the classroom as guest speakers or serve as mentors for students.

6. Embracing Diversity: Teachers in these programs are trained to embrace diversity and promote cultural sensitivity among their students. They encourage respect for all cultures and promote an open-minded attitude towards learning about new cultures.

7. Parent Engagement: Dual language education programs involve parents in their child’s education by providing resources and holding informational meetings or workshops about cultural sensitivity and how it can be incorporated at home.

Overall, Dual Language Education Programs in Wisconsin strive to create a welcoming environment that celebrates diversity while promoting cross-cultural understanding among students at a young age.

18. Can students receive high school credit for participating in a Dual Language Education Program at an elementary school in Wisconsin?

It depends on the individual school district’s policies and credit requirements. Some districts may offer high school credit for language courses taken in a Dual Language Education Program, while others may not. It is best to check with the specific school district for their policies and procedures regarding earning high school credit through a Dual Language Education Program.

19. Is there any research or data specifically on the long-term benefits of Dual Language Education Programs for students who started at the elementary school level in Wisconsin?

There is limited research specifically on the long-term benefits of Dual Language Education Programs for students who started at the elementary school level in Wisconsin. However, there is a growing body of research on the overall benefits of dual language programs, which can be broadly applied to students in Wisconsin.

Some studies have shown that bilingualism can lead to cognitive advantages such as improved critical thinking skills, greater creativity, and improved problem-solving abilities. These benefits have been found to persist into adulthood.

Research also suggests that students in dual language programs tend to perform better academically compared to their monolingual peers. Dual language students have been found to demonstrate higher levels of proficiency in both languages and outperform monolingual students on standardized tests in subjects such as reading and math.

Furthermore, dual language education can lead to increased cultural competency and understanding, as well as improved social and emotional skills. Students in these programs often develop more positive attitudes towards other cultures and are better able to communicate with people from diverse backgrounds.

The long-term benefits of dual language programs may also extend beyond academics. For example, bilingualism has been linked to better job prospects and increased earning potential later in life.

It is worth noting that the success of a dual language program depends on a variety of factors including program design, effective instructional strategies and supportive school environments. Therefore, the extent of the benefits experienced by individuals may vary depending on these factors.

In summary, while there may not be specific research on the long-term benefits of dual language education programs for elementary school students in Wisconsin, existing studies suggest that bilingualism can have numerous positive effects on cognitive, academic, social, and professional development.

20. How does Wisconsin compare to other states in terms of overall implementation and success rates of Dual Language Education Programs at the elementary school level?

According to data from the National Dual Language Education Consortium, Wisconsin ranks in the middle of all U.S. states in terms of its overall implementation and success rates of elementary school Dual Language Education Programs. This ranking is based on factors such as the number and variety of programs offered, program quality, and academic achievement outcomes for students enrolled in these programs.

Overall, Wisconsin has a strong foundation for dual language education with a growing number of programs and a diverse range of languages being taught. However, there is room for improvement in terms of increasing access to dual language programs, providing adequate resources and support for students and teachers, and consistently tracking student outcomes to ensure program effectiveness.

Compared to other states with similar demographics and language needs, such as California, Texas, and New York, Wisconsin has somewhat lower implementation rates but generally comparable success rates in terms of academic achievement outcomes. States like Utah and Oregon have higher implementation rates but also face challenges with ensuring program sustainability and effective instruction.

Overall, Wisconsin is making progress in expanding access to dual language education at the elementary level, but there is still work to be done to reach levels seen in some other states with successful dual language initiatives.