Two-Way Immersion Programs: Features and Statistics

Return to ERIC Digest

Section 1:
Introductory Statistics
Section 2:
Program Model
and Literacy Instruction
Section 3:
NES Ethnicity
Section 4:
Economic Demographics
Section 5:
Demographic Comparison
Section 6:
Staffing

These are the data corresponding to the ERIC Digest Two-Way Immersion Programs: Features and Statistics, by Elizabeth Howard and Julie Sugarman, Center for Applied Linguistics. More information on Two-Way Immersion may be found here.

The statistics in this Digest were generated from the Directory of Two-Way Immersion Programs in the United States in December 2000, when there were 248 programs listed. There are several pages of regularly updated statistics associated with the Directory's web site:

Below are statistics on school type and third language speakers in two-way immersion programs.


Program/School Coordination
As of December 2000

NATIONAL (n=248)
191 (77%) are a program within a school
32 (13%) are whole-school programs
25 (10%) are unreported

School Type
As of December 2000

NATIONAL (n=248)
11 (4%) are charter schools
53 (21%) are magnet schools
4 (2%) are private schools
127 (52%) are standard public schools
53 (21%) are unreported
CALIFORNIA (n=86)
8 (9%) are charter schools
22 (26%) are magnet schools
1 (1%) is a private school
51 (59%) are standard public schools
4 (5%) are unreported
TEXAS (n=34)
0 are charter schools
6 (18%) are magnet schools
1 (3%) is a private school
25 (73%) are standard public schools
2 (6%) are unreported
NEW YORK (n=20)
2 (10%) are charter schools
4 (20%) are magnet schools
1 (5%) is a private school
7 (35%) are standard public schools
6 (30%) are unreported

Native Speakers of Third Languages
As of December 2000

NATIONAL (n=248)

In 37 (15%) of the programs, more than 1% of the students are native speakers of a third language (not used in the program)

In 9 (4%) of the programs, more than 5% of the students are native speakers of a third language (not used in the program)


Return to ERIC Digest

Section 1:
Introductory Statistics
Section 2:
Program Model
and Literacy Instruction
Section 3:
NES Ethnicity
Section 4:
Economic Demographics
Section 5:
Demographic Comparison
Section 6:
Staffing