Description:
This multi-method study examined the implementation and outcomes of the Two-Way Immersion (TWI) program in Montgomery County Public Schools, drawing on surveys, interviews, and academic performance and English language proficiency data. The data showed that the program met its goal of a 50/50 content and language allocation, supporting balanced bilingual instruction. Overall, the performance of students in the TWI program in mathematics and English Language Arts (ELA) lagged behind that of their non-TWI program peers, based on FY 2024 spring Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Measures of Academic Progress in Reading (MAP-R) and Mathematics (MAP-M). Growth in English language proficiency, as measured by ACCESS for ELLs from 2018 to 2024, was comparable across both groups. However, gauging the full impact of the TWI program was limited by the absence of Spanish language proficiency and Spanish literacy assessments across all grades.
Recommendations:
- Revisit the Two-Way Immersion model,
- Ensure consistent and high-quality implementation,
- Prioritize professional development for teachers, and
- Develop a comprehensive assessment system that includes Spanish language proficiency.
A response to the recommendations in this report, prepared by the Office of Curriculum and Instructional Programs (OCIP), can be found here.
File Name:
250513_Two Way Immersion 2024_Final.pdf (16.4MB PDF)
