Dual Language Education Programs in Elementary Schools in Arkansas

1. What is the current status of Dual Language Education Programs in elementary schools in Arkansas?

Currently, there are a few elementary schools in Arkansas that offer Dual Language Education Programs. However, the number of schools offering these programs is relatively low compared to other states.

2. How many dual language education programs are currently available in Arkansas?
According to the latest data from the Dual Language Education of New Mexico (DLENM), there are at least 5 elementary schools in Arkansas that offer Dual Language Education Programs as of 2021.

3. What languages are typically offered in dual language education programs in Arkansas?
The most commonly offered languages in dual language education programs in Arkansas are Spanish and English. However, some schools may also offer variations such as Spanish and French or Spanish and Mandarin.

4. What are the requirements for enrollment in dual language education programs in Arkansas?
Each school may have its own specific requirements for enrollment in their dual language education program. However, generally students must be proficient in one of the two languages offered and typically need to pass a language proficiency test prior to enrolling.

5. How do I find out if my child’s school offers a dual language education program?
The best way to find out if your child’s school offers a dual language education program is to contact the school directly and inquire about their language program offerings. You can also check with your state’s department of education or do an online search for elementary schools near you that offer dual language education programs.

2. How many elementary schools in Arkansas currently offer Dual Language Education Programs?


As of 2021, there are at least 12 elementary schools in Arkansas that offer Dual Language Education Programs. These include:

1. Baker Elementary School (Bentonville)
2. Baseline Elementary School (Little Rock)
3. Carver Magnet Elementary School (Little Rock)
4. Cavanaugh Elementary School (Fort Smith)
5. Chenal Elementary School (Little Rock)
6. Don Tyson School of Innovation Elementary (Springdale)
7. Fayetteville Early Childhood Center
8. Forrest City Dual Language Academy
9. Jones Elementary School (Springdale)
10. Lowell Elementary School (Lowell)
11. Springdale Highline Academy
12. Westwood Elementary School (Springdale)

3. What languages are most commonly offered in Dual Language Education Programs in Arkansas elementary schools?


The most commonly offered languages in Dual Language Education Programs in Arkansas elementary schools are Spanish and English.

4. How do Dual Language Education Programs benefit students in Arkansas?


Dual Language Education Programs in Arkansas provide several benefits to students, including:

1. Bilingualism and biliteracy: Students in dual language programs have the opportunity to become fluent in two languages, allowing them to communicate effectively with a wider range of people and access more opportunities in their future careers.

2. Strong academic skills: Research has shown that students in dual language programs perform as well or better than their peers on standardized tests and have higher levels of academic achievement overall.

3. Enhanced cognitive abilities: Studies have found that bilingual individuals have improved executive functioning skills, such as problem-solving, critical thinking, and multitasking.

4. Cross-cultural competency: Dual language programs promote cultural awareness and understanding, preparing students to navigate an increasingly globalized world.

5. Improved job prospects: As businesses become increasingly multinational and diverse, bilingual employees are highly sought after for their ability to communicate with a broader range of clients and customers.

6. Increased self-esteem: Learning another language boosts confidence and self-esteem by giving students a valuable skill that sets them apart from others.

7. Preservation of heritage: For students from minority language communities, dual language education can help preserve their cultural heritage and maintain their connection to their roots.

8. Fosters inclusion and diversity: Dual language programs bring together students from different backgrounds, promoting inclusivity, diversity, and mutual respect among students.

9. Promotes family involvement: Dual language programs often involve families through parent workshops, cultural events, and community partnerships, fostering stronger relationships between families and schools.

10. Preparation for future global citizenship: With the increasing interconnectedness of our world, dual language education prepares students to be global citizens who can contribute positively to society on a local and international level.

5. Are there any specific requirements or guidelines for implementing a Dual Language Education Program in an elementary school in Arkansas?


The Arkansas Department of Education has published guidelines for implementing a Dual Language Education Program in elementary schools. These guidelines include:

1. Program Goals: The program must have clearly defined goals and objectives, including the development of bilingualism, biliteracy, and cultural competency.

2. Language Allocation: The program should have a 50/50 language allocation where both English and the target language are used equally throughout instruction.

3. Staffing: The program should have highly qualified teachers who are proficient in both languages and have experience teaching in a dual language setting.

4. Curriculum and Instruction: The program must ensure that students receive content instruction in both English and the target language, with special attention to academic vocabulary development.

5. Program Organization: The program should be implemented at the elementary level with a sequential plan for continuing the program into middle and high school.

6. Parental Involvement: Parents of students enrolled in the Dual Language Education Program should be actively involved in their child’s education, informed about their child’s progress, and encouraged to support their child’s learning at home.

7. Student Enrollment Guidelines: Students should be selected through an open enrollment process that ensures equal access to all students irrespective of language proficiency or background.

8. Data Collection and Evaluation: Ongoing data collection and evaluation should occur to monitor student progress towards established goals and make necessary adjustments to improve the program.

9. Cultural Competence: The Dual Language Education Program should incorporate cultural competence to develop an understanding and appreciation of different cultures among all students.

10. Professional Development: Teachers involved in the program must receive ongoing professional development opportunities related to second language acquisition, cultural competence, instructional strategies, assessment techniques, etc.

It is recommended for schools interested in implementing a Dual Language Education Program to consult with state or district personnel for additional guidance specific to their location.

6. How are teachers trained to teach in a Dual Language Education Program setting in Arkansas elementary schools?


Teachers are typically trained in bilingual education or English as a second language (ESL) methods, strategies, and curriculum in order to effectively meet the needs of both language groups in the Dual Language Education Program. This may include specialized coursework or professional development opportunities focusing on language acquisition, cultural sensitivity, and effective instructional practices for students from diverse linguistic backgrounds.

In addition, teachers are also required to have a strong knowledge of the curriculum and standards set by the Arkansas Department of Education. They may receive training specific to teaching these subjects in a dual language setting, such as strategies for integrating content instruction with language development.

Most teacher preparation programs in Arkansas also require student teaching experience, which provides future teachers with hands-on experience working with students from diverse linguistic and cultural backgrounds. This allows them to practice implementing the instructional strategies they learned during their coursework and receive feedback and guidance from experienced educators.

Furthermore, many schools with Dual Language Education Programs offer support and professional development opportunities for their teachers throughout the school year. This may include observing veteran dual language teachers, attending conferences or workshops focused on dual language education, and participating in ongoing coaching or mentorship programs.

Overall, teachers in Arkansas elementary schools are provided with a comprehensive training program that prepares them to effectively teach in a Dual Language Education Program setting.

7. Are there any state funding or resources available to support the implementation of Dual Language Education Programs in elementary schools in Arkansas?

Yes, there are a few state funding opportunities and resources available to support the implementation of Dual Language Education Programs in elementary schools in Arkansas:

1. The English Language Acquisition Program Provides funding to districts and charter schools for programs that assist English language learners (ELLs) in becoming proficient in English, meeting challenging state academic standards, and assisting teachers working with these students.

2. The Arkansas Foreign Languages Curriculum Framework provide guidance and resources for incorporating foreign language instruction into elementary school curricula.

3. The Arkansas Department of Education’s Office of Multilingual Services provides support, technical assistance, and professional development opportunities for educators implementing dual language education programs.

4. The Arkansas Immersion Training Consortium (AITC) offers training and resources for teachers implementing dual language education programs.

5. Some school districts may also have local funding or grants available to support the implementation of dual language education programs.

Additionally, bilingual education can also qualify for federal Title III funds through the Every Student Succeeds Act (ESSA), which provides financial assistance to help local educational agencies (LEAs) provide effective instructional programs to ELLs.

Interested schools and educators should reach out to their local school district or the Arkansas Department of Education for more information on specific funding opportunities and resources available for dual language education programs.

8. How is the success of Dual Language Education Programs measured and evaluated in Arkansas elementary schools?


The success of Dual Language Education Programs in Arkansas elementary schools is measured and evaluated through a variety of methods, including academic performance, language proficiency, and student outcomes.

1. Academic Performance: One way of measuring the success of Dual Language Education Programs is through academic performance measures such as standardized test scores, grades, and graduation rates. These measures provide an indication of how well students are progressing academically in both their first language and the second language being acquired.

2. Language Proficiency: Another measure of success for Dual Language Education Programs is students’ language proficiency levels. In Arkansas, students are assessed using language proficiency tests to determine their level of proficiency in both languages. These assessments provide insight into how well students are acquiring the second language and becoming bilingual.

3. Student Outcomes: Additionally, student outcomes, such as attendance rates, behavior reports, and engagement in the classroom can also be used to evaluate the success of Dual Language Education Programs in Arkansas elementary schools. These measures can provide information on how well students are adapting to the program and their overall learning experience.

4. Program Evaluations: Schools may also conduct formal evaluations of their Dual Language Education Programs to assess their effectiveness and identify areas for improvement. These evaluations may include surveys or focus groups with teachers, parents, and students to gather feedback on the program’s strengths and weaknesses.

5. Long-term Benefits: Finally, the long-term benefits of Dual Language Education Programs can also be considered when evaluating its success. Research has shown that students who participate in these programs have higher academic achievement, increased cultural competence, improved job prospects, and better cognitive abilities compared to their monolingual peers.

Overall, the success of Dual Language Education Programs in Arkansas elementary schools is evaluated through various measures that assess both academic performance and student outcomes over time to determine the effectiveness of these programs in promoting bilingualism and biculturalism among students.

9. Are there any limitations or challenges faced by Dual Language Education Programs specifically at the elementary school level?


Yes, there are some limitations and challenges that may be faced by Dual Language Education Programs at the elementary school level. Some of these include:

1. Limited resources and staffing: One major challenge faced by dual language programs is a lack of funding and resources to support the implementation and maintenance of such programs. This can lead to challenges in hiring qualified bilingual staff, obtaining materials and resources in both languages, and providing adequate training for teachers.

2. Cultural differences: Dual language programs often cater to students from diverse cultural backgrounds with different needs and expectations. This can create a challenge for teachers to effectively meet the needs of all students while navigating cultural differences and ensuring culturally sensitive instruction.

3. Balancing academic content in both languages: It can be challenging for teachers to balance teaching academic content in two languages while also developing students’ language proficiency in both languages. This requires careful planning and coordination among teachers.

4. Adequate student support: Students participating in dual language programs may require additional support to fully participate in the program, especially if they do not have prior exposure to one of the program’s languages or come from a low-income background.

5. Parental involvement: The success of dual language programs often relies on strong parental involvement and support. However, it can be challenging for schools to engage parents who may not speak the target languages or are unfamiliar with the program’s goals and methods.

6. Meeting state standards: Dual language programs must still adhere to state-approved standards, which may present challenges when trying to integrate two languages into instruction while meeting these standards.

7. Continuity across grade levels: Dual language programs require a long-term commitment from students, families, and teachers, spanning multiple years across elementary school grades. Maintaining consistency across grade levels can pose challenges as students transition from one teacher or grade level to another.

8. Community attitudes towards bilingual education: The success of dual-language programs can also be affected by community attitudes and understanding of the benefits of bilingualism. Negative attitudes or a lack of support can create challenges for students, teachers, and families participating in such programs.

10. What is the role of parents and families with students enrolled in a Dual Language Education Program at an elementary school in Arkansas?


Parents and families play a crucial role in the success of students enrolled in a Dual Language Education Program at an elementary school in Arkansas. Some of the key roles and responsibilities of parents and families include:

1. Supporting their child’s language development: Parents and families can provide support at home by speaking with their child in their native language, reading books in their native language, and encouraging their child to practice speaking, reading, and writing in both languages.

2. Promoting cultural awareness: Parents and families can also expose their child to different cultural traditions, holidays, music, food, etc. This will help them better understand and appreciate the diversity of cultures represented within the dual language program.

3. Communicating with teachers: Parents should maintain regular communication with their child’s teachers to stay updated on their progress in both languages. They can also inform teachers of any concerns or issues that may impact their child’s learning.

4. Participating in school activities: Parents should attend school events such as parent-teacher conferences, open houses, curriculum nights, etc. These events provide an opportunity for parents to interact with teachers and other families from diverse backgrounds.

5. Volunteering: Parents can volunteer in the classroom or assist with school-wide events to show support for the dual language program.

6. Providing resources: Families can provide resources such as books, videos, or games in both languages to supplement their child’s learning at home.

7. Supporting homework completion: Parents should ensure that their child completes homework assignments on time and address any challenges they may be facing with understanding tasks or concepts.

8. Encouraging persistence: Learning a second language can be challenging at times and may require extra effort and practice from students. Parents can encourage their child to persist through challenges and celebrate successes along the way.

9. Valuing bilingualism: It is essential for parents to emphasize the value of being bilingual to motivate and inspire students to continue developing their language skills.

10. Advocating for the program: Parents and families can advocate for the dual language program by sharing their positive experiences with others, attending school board meetings, and advocating for funding and support of the program.

11. Is parent participation and involvement encouraged and supported within Dual Language Education Programs at the elementary school level?


Yes, parent participation and involvement are typically encouraged and supported within Dual Language Education Programs at the elementary school level. These programs recognize the important role that parents play in their child’s education and strive to involve them in the learning process.

This may be done through various means such as regular communication with parents about their child’s progress, inviting them to participate in school events and activities, and providing resources for them to support their child’s language development at home.

In addition, many Dual Language Education Programs have parent advisory committees or organizations that provide a platform for parents to share feedback, ideas, and concerns regarding the program. This allows for meaningful collaboration between parents, teachers, and school administrators to ensure the success of the program.

Overall, parent participation and involvement are essential components of Dual Language Education Programs at the elementary school level as they help foster a strong sense of community and support students’ academic success in both languages.

12. How does the curriculum differ between a traditional English-only program and a Dual Language Education Program at an elementary school level in Arkansas?


There are several key differences between a traditional English-only program and a Dual Language Education Program at an elementary school level in Arkansas. These include:

1. Language of Instruction: In a traditional English-only program, all subjects are taught solely in English. However, in a Dual Language Education Program, instruction is provided in both English and another language (usually Spanish). This means that students will receive instruction in both languages throughout the day.

2. Language Exposure: In a traditional program, students may have limited exposure to other languages besides English. In a Dual Language Education Program, both native speakers and non-native speakers of the target language are exposed to two languages through daily interaction with their teachers and peers.

3. Cultural Awareness: Dual Language Education Programs typically place more emphasis on cultural awareness and global perspectives compared to traditional programs. Students are encouraged to learn about different cultures and celebrate diversity.

4. Bilingualism and Biliteracy: The ultimate goal of a Dual Language Education Program is for students to become bilingual and biliterate in both English and the target language. This means that students not only speak two languages fluently but can also read, write, and understand academic content in both languages.

5. Curriculum Integration: In a traditional program, language instruction may be separate from the regular curriculum. However, in a Dual Language Education Program, language instruction is integrated into all subject areas, allowing students to use their second language as they learn new concepts.

6. Support for ELLs: Traditional programs often rely on specialized programs or pull-out services for English language learners (ELLs). In contrast, Dual Language Education Programs provide support for ELLs through academic instruction in their native language while they develop proficiency in English.

7. Teacher Training: Teachers who work in a traditional English-only program may not have specific training on how to effectively teach ELLs or how to implement content-based dual language teaching strategies. On the other hand, teachers in Dual Language Education Programs receive specialized training on how to teach language and content simultaneously and how to differentiate instruction for students with different language backgrounds.

Overall, the curriculum in a Dual Language Education Program is designed to promote bilingualism, academic achievement, and cross-cultural understanding while also meeting state and district standards. In contrast, traditional English-only programs focus primarily on English language development and academic achievement in English.

13. Do students who participate in a Dual Language Education Program at an elementary school have different academic outcomes compared to those who don’t?


There is limited research on the academic outcomes of students who participate in Dual Language Education Programs at the elementary school level. However, some studies have shown that students in dual language programs tend to have similar or even better academic outcomes compared to their monolingual peers. These benefits may include greater proficiency in both languages, improved cognitive skills, and increased cultural and global awareness. Additionally, a study by Genesee et al. (2004) found that students in dual language programs often outperform their monolingual peers on standardized tests across various subject areas.

However, it’s important to note that the success of a dual language program depends on various factors such as program implementation, teacher qualifications, and student motivation. Therefore, it’s difficult to make a definitive statement about the academic outcomes of students in dual language programs without considering these factors.

Overall, it can be said that participating in a Dual Language Education Program at an elementary school may positively impact students’ academic outcomes but further research is needed for conclusive evidence.

14, Are there any initiatives or policies related to promoting diversity and cultural understanding within Dual Language Education Programs at the elementary school level in Arkansas?


At the elementary school level in Arkansas, there are several initiatives and policies in place to promote diversity and cultural understanding within Dual Language Education Programs (DLEPs). These programs aim to provide a comprehensive education that supports the academic achievement of all students, regardless of their cultural background or language proficiency.

One such initiative is the Arkansas English Language Learner (ELL) Framework, which outlines the expectations for ELL students’ academic progress and language proficiency. This framework ensures that ELL students in DLEPs receive equitable access to high-quality education opportunities and resources.

Additionally, the state has implemented the World Language Standards for foreign language education, which require schools to provide instruction in multiple languages and expose students to diverse cultures. These standards promote cultural awareness and understanding among all students, including those enrolled in DLEPs.

Moreover, many DLEPs in Arkansas offer cultural competency training for staff and teachers. This training helps educators create an inclusive environment for all students by teaching them about different cultures, beliefs, and communication styles. By promoting a better understanding of diverse backgrounds, these programs create a welcoming atmosphere that fosters cross-cultural friendships among students.

Furthermore, there are numerous Title III grants offered annually by the U.S. Department of Education specifically targeted at enhancing bilingual/ESL student achievement through proficient teachers’ development. Schools can use these grants to develop teacher training programs focused on cultural sensitivity and diversity within DLEPs.

Lastly, some schools collaborate with local organizations and cultural community groups to enrich their DLEP curriculum with diverse perspectives from various backgrounds. For example, classes may invite guest speakers or participate in cultural events hosted by community organizations.

In conclusion, Arkansas prioritizes creating a culturally sensitive learning environment within its dual language education programs through standardized frameworks, teacher training programs, community partnerships, and diverse curriculum implementation strategies at the elementary school level. These initiatives aim to foster diversity appreciation among young minds while promoting academic excellence for all students regardless of their cultural background.

15. Do children with cognitive or learning disabilities have access to Dual Language Education Programs at the elementary school level in Arkansas?


It is unclear whether children with cognitive or learning disabilities have access to Dual Language Education Programs at the elementary school level in Arkansas. The state does not have a specific policy addressing this issue, so it may vary depending on the individual school district’s policies and practices. It is recommended to contact the specific school district for more information on their inclusion policies and services for children with disabilities in dual language programs.

16, What are some best practices for engaging both English-dominant and non-English dominant students within a Dual language education setting at an Elementary School level in Arkansas?


1. Ensure culturally responsive teaching practices: It is important for teachers to be aware of and sensitive to the cultural backgrounds of their students in a dual language classroom. This can involve incorporating diverse perspectives and materials into lessons, using student experiences as a springboard for learning, and creating an inclusive learning environment.

2. Implement bilingual instruction: In order to engage both English-dominant and non-English dominant students, it is essential to have balanced instruction in both languages. Teachers should ensure that all content areas are taught in both languages, allowing for all students to actively participate and learn.

3. Encourage peer collaboration: Pairing up students with different language skills can promote mutual respect, understanding, and collaboration. This also allows for students to support each other in their language development.

4. Utilize visual aids and hands-on activities: Incorporating visuals such as pictures, charts, or diagrams can help bridge communication gaps for non-English dominant students. Hands-on activities also allow for experiential learning that benefits all students regardless of their language proficiency.

5. Incorporate technology: Technology can be a valuable tool in engaging both English-dominant and non-English dominant students. Online resources and apps can provide interactive activities in both languages, allowing students of all levels to participate and learn together.

6. Promote family involvement: Engaging families from different linguistic backgrounds is crucial for the success of dual language education at the elementary level. Teachers can foster this involvement by offering translated materials, holding informational sessions in multiple languages, or hosting multicultural events.

7. Provide support for English language learners: It is important to offer additional support for non-English dominant students such as small group instruction or one-on-one assistance from a bilingual teacher or instructional aide.

8.Pre-teach vocabulary: Introducing new vocabulary before a lesson begins helps build confidence and comprehension among non-English dominant learners during class discussions or reading assignments

9.Vary instructional strategies: Implementing a variety of instructional strategies such as think-pair-share, cooperative learning, or role-playing can provide opportunities for all students to actively participate and learn.

10. Celebrate diversity: Celebrating the diverse cultures and languages represented in the classroom is important for promoting inclusivity and creating a welcoming environment for all students. This can include sharing cultural traditions, stories, and foods during class activities or events.

17. How do Dual Language Education Programs at the elementary school level in Arkansas incorporate cultural awareness and sensitivity within classroom instruction?


Dual Language Education Programs (DLE) at the elementary school level in Arkansas incorporate cultural awareness and sensitivity in several ways:

1. Bilingual Curriculum: The curriculum used in DLE programs is designed to reflect diverse cultural perspectives, incorporating elements from both English-speaking and target language-speaking communities. This allows students to learn about different cultures and their traditions, values, and beliefs.

2. Multicultural Instruction: DLE teachers are trained to use a variety of teaching methods that promote multiculturalism. This includes using learning materials that showcase diverse cultures, inviting guest speakers from different cultural backgrounds, and organizing cultural celebrations and events.

3. Integration of Cultural Content: Cultural content is integrated into all subject areas, not just language classes. For example, students may learn about traditional dances in physical education class or study traditional foods in science class. This ensures that students are exposed to different cultures throughout their daily lessons.

4. Native Language Instruction: In DLE programs, students receive instruction in both English and the target language (Spanish or French). By learning both languages, students gain a better understanding of the culture associated with each language.

5. Promotion of Intercultural Communication: DLE programs encourage students to interact with peers from different cultures through partner work, group projects, and other activities that foster intercultural communication. This helps students develop an understanding and appreciation for diversity.

6. Empathy Building Activities: Teachers in DLE programs often use literature or other activities to help students develop empathy towards individuals from different cultures. These activities can include reading stories about immigrants or discussing current events related to diverse communities.

7. Parental Involvement: DLE schools recognize the importance of involving parents in their children’s education and promoting cultural awareness at home. They may hold workshops for parents on topics such as intercultural communication or host events where families can share their cultural traditions with one another.

Overall, Dual Language Education Programs in Arkansas strive to create a culturally responsive and inclusive learning environment where students can develop an appreciation for diverse cultures and identities.

18. Can students receive high school credit for participating in a Dual Language Education Program at an elementary school in Arkansas?

Yes, students can receive high school credit for participating in a Dual Language Education Program at an elementary school in Arkansas. These programs are designed to increase proficiency in both English and another language, and credits earned can count towards fulfilling graduation requirements for foreign language or electives.

19. Is there any research or data specifically on the long-term benefits of Dual Language Education Programs for students who started at the elementary school level in Arkansas?

At the moment, there is limited research or data specifically on the long-term benefits of Dual Language Education Programs for students who started at the elementary school level in Arkansas. However, there are some studies and data that indicate potential positive outcomes for students enrolled in these programs.

One study from 2015 analyzed the performance of English language learners (ELLs) in Dual Language programs compared to traditional English-only programs in Arkansas. The study found that ELLs in Dual Language programs had higher academic achievement, improved attendance rates, and lower dropout rates compared to ELLs in traditional programs (Riley et al., 2015).

Additionally, a 2020 report by the National Clearinghouse for English Language Acquisition (NCELA) stated that Dual Language education has been shown to improve long-term academic outcomes for ELLs, including higher graduation rates and better post-secondary opportunities (NCELA, 2020).

While these studies do not focus specifically on students who started at the elementary level in Arkansas, they provide evidence that Dual Language Education can have positive long-term effects for ELLs.

Furthermore, it is important to note that research on Dual Language Education has consistently shown cognitive and academic benefits for students such as improved metalinguistic awareness, increased cognitive flexibility, and enhanced problem-solving abilities (Lin & Siu-Runyan, 2017). These skills are valuable not only during elementary school but also in later academic endeavors and professional careers.

In terms of long-term outcomes specific to Arkansas, more research is needed. As with any educational program or initiative, it may take several years before we begin to see measurable long-term impacts on a large scale. Therefore, ongoing research and data collection will be necessary to evaluate the long-term benefits of Dual Language Education Programs for students who started at the elementary school level in Arkansas.

Overall, while there may not be a wealth of research specific to Arkansas at this time, the existing evidence suggests that Dual Language Education can have numerous benefits for students in terms of academic achievement and long-term success.

20. How does Arkansas compare to other states in terms of overall implementation and success rates of Dual Language Education Programs at the elementary school level?


It is difficult to directly compare Arkansas’ implementation and success rates of Dual Language Education Programs at the elementary school level to other states, as data on program implementation and success may vary significantly. However, some general observations can be made.

According to the most recent report by the National Clearinghouse for English Language Acquisition (NCELA), Arkansas has a total of 15 Dual Language Education Programs in public schools as of 2018-2019. This places Arkansas among the states with fewer dual language education programs overall.

In terms of success rates, it is important to clarify that measuring success can be complex and multifaceted, and can encompass various aspects such as academic achievement, language proficiency gains, student engagement, parent satisfaction, etc. Therefore, it is challenging to make direct comparisons between states based on overall program success rates.

Some studies have shown positive outcomes for students participating in dual language education programs in Arkansas. For example, a study by David Loredo and Sarah Kelly-Richards (2016) found that students enrolled in an Arkansas-based Spanish-English dual language education program showed increases in both achievement and proficiency in their second language compared to their monolingual peers.

Overall, while there may be variation among states in terms of overall implementation and success rates of Dual Language Education Programs at the elementary school level, research suggests that these programs can be effective in promoting academic achievement and bilingualism among students. Therefore, continued support and expansion of these programs may benefit students in Arkansas and across the country.