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Evaluating bilingual education programs requires assessing
students' bilingualism, biliteracy and sociocultural competence.
This book documents how dual language programs in the United States
implement institutional policies and instructional practices for
evaluating program quality and measuring student achievement.
Literature consistently identifies seven guiding principles, with
associated criteria, for implementing quality dual language
programs: (a) program structure, (b) curriculum, (c) instruction,
(d) assessment and accountability, (e) staff quality and
professional development, (f) family and community and (g) support
and resources. Emphasizing the assessment and accountability strand
of quality dual language programs, this book provides policymakers,
practitioners, as well as family and community members, explicit
guidance around assessment and evaluation in bilingual/dual
language settings.
Evaluating bilingual education programs requires assessing
students' bilingualism, biliteracy and sociocultural competence.
This book documents how dual language programs in the United States
implement institutional policies and instructional practices for
evaluating program quality and measuring student achievement.
Literature consistently identifies seven guiding principles, with
associated criteria, for implementing quality dual language
programs: (a) program structure, (b) curriculum, (c) instruction,
(d) assessment and accountability, (e) staff quality and
professional development, (f) family and community and (g) support
and resources. Emphasizing the assessment and accountability strand
of quality dual language programs, this book provides policymakers,
practitioners, as well as family and community members, explicit
guidance around assessment and evaluation in bilingual/dual
language settings.
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