%0 Journal Article
%T Dual
%A Gema Zamarro
%A Jennifer L. Steele
%A Jennifer Li
%A Michael Bacon
%A Robert O. Slater
%A Trey Miller
%J Educational Evaluation and Policy Analysis
%@ 1935-1062
%D 2018
%R 10.3102/0162373718779457
%X Using input and outcome data from a randomized study of dual-language immersion programs in an urban district, we examine the mediating relationships of dosage, expenditures, and classroom characteristics to students¡¯ academic performance, and the moderating role of students¡¯ race/ethnicity. Differential costs of immersion were concentrated at the district level and were modest, at about 2% to 4% of per-pupil spending annually. We estimate that an additional US$100 spent per immersion student in a given year was associated with an additional 8% of a standard deviation in language arts performance in English, which was just over one third of the causal point-in-time enrollment effect of 22% of a standard deviation. We find no generalizable evidence of differential effects by race/ethnicity
%K economics of education
%K educational policy
%K finance
%K language comprehension/development
%K bilingual/bicultural
%K urban education
%K econometric analysis
%K experimental design
%U https://journals.sagepub.com/doi/full/10.3102/0162373718779457