How to Evaluate and Improve Your Dual Language Program for Data-Driven Success

Strong dual language programs don’t just happen—they’re built, refined, and strengthened through thoughtful evaluation. But how do you measure success beyond language proficiency? How can you ensure students are gaining the full academic, cognitive, and cultural benefits of bilingual education?

Dual language program assessments help schools move beyond assumptions and anecdotal evidence, providing concrete data on what’s working and where improvements are needed. By assessing key areas like academic achievement, durable skill development, and language acquisition, schools can make informed decisions that enhance program effectiveness and ensure students are prepared to thrive in a globally connected world. Read on to learn more about effective evaluation methods to consider implementing in your program.

Why Conduct a Dual Language Program Assessment?

Evaluating your DL program through data collection and ongoing assessment ensures continuous improvement in curriculum design, instructional strategies, and program structure. By tracking student outcomes—including long-term academic performance and workforce readiness—schools can refine their programs and advocate for high-quality bilingual education.

Strong dual language program assessment practices provide valuable insights into student development, sociocultural competence, and academic achievement. Below are key areas to measure.

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Measuring Academic Achievement

Academic achievement in U.S. public schools is often assessed through standardized tests, which vary by state. These tests allow educators to compare the academic performance of DL students with their non-DL peers, offering insights into program effectiveness.

Schools and districts can also analyze statewide performance trends to understand how DL students compare to their peers in similar programs.

Research consistently shows that students in DL programs outperform their monolingual peers in multiple subjects. For example, a RAND study of Portland Public Schools found that DL students outperformed their peers by 13% on state reading tests in fifth grade and 22% in eighth grade. English Language Learners (ELLs) in dual language programs also show greater long-term gains in English proficiency compared to their peers in monolingual programs. Sustained bilingual instruction strengthens literacy skills in both languages, leading to higher overall academic achievement.

Beyond standardized testing, DL students benefit from other improvements, like developing stronger problem-solving and critical thinking skills, setting them up for future career success. They also demonstrate greater proficiency in the target language than students who learn another language in middle or high school.

Assessing Sociocultural Competence

Sociocultural competence is the third of three key pillars of a successful dual language (DL) program—one that equips students with lifelong skills for collaboration in modern workplaces. It goes beyond language proficiency, encompassing the ability to navigate a variety of social settings, appreciate cultural differences, and build meaningful cross-cultural relationships. However, unlike academic achievement, sociocultural competence is more complex to measure.

To fully support students in developing these skills, educators must also cultivate cultural competency—the ability to interact respectfully and effectively with people from different backgrounds. Schools that emphasize cultural competency skills in teachers create welcoming learning environments where students gain the experiences necessary to develop sociocultural competence themselves.

Measuring Sociocultural Competence

Since sociocultural competence may present itself in different ways—such as greater empathy, a broader understanding of global issues, or enhanced critical thinking—it requires thoughtful assessment strategies. Schools can measure progress by using:

• Surveys and questionnaires that assess student attitudes, beliefs, and knowledge about different cultures
• Student reflections on their experiences engaging with global perspectives, including classroom discussions and global learning projects
• Observation of student interactions, looking at their ability to collaborate with others and navigate various social settings
• Parent and community feedback on students’ cultural awareness and engagement

Developing sociocultural competence through a DL program not only enhances students’ personal growth but also prepares them to be career-ready graduates who can work effectively across cultures in any field. By combining cultural competency skills in teachers with intentional assessment of sociocultural competence, schools can ensure that students are equipped with the skills they need to succeed in an increasingly interconnected world.

Evaluating Language Proficiency

Assessing proficiency in both the target language and English allows educators to track student progress toward bilingualism and biliteracy, ensuring they can communicate effectively in academic and real-world settings.

To measure proficiency in the target language, schools should assess students’ ability to speak, read, write, and listen in various contexts. These assessments identify areas of strength and areas needing support, enabling teachers to tailor instruction and provide targeted interventions.

Similarly, evaluating English proficiency is essential to confirm that students can access content across the curriculum and fully engage in their education. A strong foundation in both languages ensures students are equipped for success in school and future careers.

Both performance assessments and proficiency assessments play a critical role in evaluating language skills:

• Performance assessments measure students’ ability to use language in real-life situations, emphasizing practical application.
• Proficiency assessments provide standardized measurements of language mastery, offering clear benchmarks for progress.

By combining both assessment types, educators gain a comprehensive understanding of students’ linguistic development and can implement strategies to enhance language learning effectively.

Below are examples of evaluation tools and what they are used for in dual language program assessments:

• Language proficiency assessments like the ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) test students’ ability to apply their language skills in the real world.
• Language-specific literacy assessments offer ongoing evaluations of students’ target language reading level, analysis of student data, and suggestions of appropriate texts and activities to fill student proficiency gaps.
• Benchmark assessments are typically offered in English to second- through fifth-grade students. They track students’ standard mastery and are used to predict how they will perform on the statewide, end-of-year tests (which are in English). These assessments enable teachers to find standards that need intervention or reteaching.
• EOG, SOL, or other statewide end-of-year tests are typically cumulative assessments offered to third- to fifth-grade students in English that evaluate grade-level standard mastery.

By using these tools, schools ensure that students develop strong bilingual skills, setting them up for long-term academic success and career readiness in a global workforce.

Incorporating Student and Parent Feedback

Feedback from students and parents adds depth to dual language program assessment, providing insights beyond test scores. Gathering input from all stakeholders gives you a more complete picture of program strengths, areas for improvement, and overall satisfaction.

To collect feedback effectively, schools can:

• Distribute surveys on language development, cultural experiences, and overall program satisfaction
• Host focus groups for in-depth discussions
• Leverage parent-teacher conferences to gather qualitative feedback

By using these methods, schools can create a comprehensive feedback system that values the voices of students and parents and serves as a foundation for continuous improvement within the DL program.

Continuous Program Evaluation and Improvement

Ongoing evaluation is critical to maintaining the quality and long-term sustainability of a DL program. Regularly assessing various aspects of the program allows educators to monitor student progress, identify trends, and make informed decisions that directly impact the quality of instruction and student outcomes. Schools should:

• Analyze test scores, performance assessments, and feedback regularly to identify specific areas requiring improvement and make strategic adjustments that align with student and community needs.
• Use data-driven decision-making to inform curriculum adjustments and resource allocation.
• Provide relevant, ongoing professional development for teachers to strengthen bilingual teaching strategies.

This proactive approach to program evaluation promotes accountability and empowers educators to create an adaptive learning environment that fosters student growth and achievement.

Sustaining Success in Your Dual Language Program

A comprehensive dual language program assessment strategy considers multiple factors—academic achievement, sociocultural competence, language proficiency, and stakeholder feedback. By using a mix of quantitative and qualitative assessments, schools can measure student growth and enhance their programs for long-term success.

For districts looking to take their dual language programs to the next level, Participate Learning’s Dual Language Mastery Program provides a comprehensive, research-based approach to dual language professional development. Our program provides expert-led training, practical resources, and coaching support to ensure high-quality instruction, language proficiency development, and career-ready graduates.