What Counts as Evidence of Equity in Spanish/English Dual Language Immersion Programs? (Poster Session)

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Minneapolis Ballroom

Presented at: American Evaluation Association Annual Conference

In a recent study, an innovative methodology was used to elicit participants’ beliefs about what evidence is salient for evaluating equity in Spanish/English dual language elementary programs. In a telephone interview, participants (fourteen dual language practitioners) took the perspective of an observer to describe what they might see if they were looking for evidence of equity as described by six key points from the Guiding Principles for Dual Language Education, and weighed each type of evidence for its relative importance. Findings established examples of evidence salient to each key point and inform our understanding of practitioners’ views on the nature of evaluation.