Dual Language Education Programs in Elementary Schools in Missouri

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


According to the Missouri Department of Elementary and Secondary Education, there are currently 18 elementary schools in Missouri that offer Dual Language Education Programs. These programs are located in 10 different school districts across the state.

2. How many students are enrolled in Dual Language Education Programs in Missouri?

As of the 2019-2020 school year, there were approximately 1,600 students enrolled in Dual Language Education Programs in Missouri. This number has been steadily increasing over the years as more schools and districts implement these programs.

3. What languages are offered in these programs?

The most commonly offered languages in Dual Language Education Programs in Missouri are Spanish and Chinese/Mandarin. However, there are also programs that offer French, German, Japanese, and Arabic. Some schools also offer Indigenous languages such as Cherokee or Osage.

4. How are students selected for participation in these programs?

The selection process varies by school district and program. In some cases, families may apply for their child to be enrolled in the program and students may be chosen through a lottery system if there are more applicants than available spots. Other districts may have specific criteria for selection such as language proficiency or balance of English and non-English speakers.

5. Are there any state policies or regulations specifically related to Dual Language Education Programs?

No, there are no state policies or regulations specifically related to Dual Language Education Programs in Missouri. However, schools must provide equal educational opportunities to all students regardless of race, color, national origin, sex, disability or age under federal civil rights laws.

6. Are there any funding sources available for these programs?

There is no dedicated funding source for Dual Language Education Programs in Missouri. However, schools may receive federal funding through Title III grants for English Learner (EL) education which can be used to support dual language instruction.

7. Is there any research on the effectiveness and outcomes of Dual Language Education Programs in Missouri?

There is limited research specifically on the effectiveness of Dual Language Education Programs in Missouri. However, research from other states and countries has shown positive outcomes for students in terms of academic achievement, bilingualism and multicultural understanding. Additionally, a state-funded report in Missouri found that dual language students outperformed their monolingual peers on standardized tests.

8. Are there any plans to expand Dual Language Education Programs in Missouri?

There is no specific plan to expand Dual Language Education Programs in Missouri at the state level. However, individual school districts may choose to implement these programs based on local needs and resources.

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


According to the Missouri Department of Elementary and Secondary Education, there are currently 14 elementary schools in Missouri that offer Dual Language Education Programs.

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

Due to the decentralized nature of education in the United States, there is no comprehensive data on the languages offered in Dual Language Education Programs in Missouri elementary schools. However, a 2016 survey by the American Councils for International Education found that Spanish was the most commonly offered language in dual language programs nationwide, followed by Mandarin Chinese, French, and Arabic. It can be assumed that Spanish is also among the most commonly offered languages in Missouri elementary schools, as it is commonly taught as a second language throughout the state. Other frequently offered languages may include French and Chinese, as well as indigenous languages such as Navajo or Cherokee in areas with significant Native American populations. Some schools may also offer popular languages such as Japanese, German, or Russian depending on their specific demographics and community needs.

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


Dual Language Education Programs offer numerous benefits for students in Missouri, including:

1. Bilingual and biliteracy skills: Students in dual language programs develop proficiency in two languages, which can be a valuable asset in today’s globalized world. They become capable of communicating and interacting with individuals from different backgrounds, increasing their multicultural competency.

2. Academic achievement: Research has shown that students in dual language programs often outperform their monolingual peers on standardized tests and tend to have higher academic achievement overall. This is due to the cognitive benefits of learning multiple languages, such as improved problem-solving and critical thinking skills.

3. Cultural awareness: Dual language education also exposes students to different cultures and ways of thinking, promoting cultural understanding and appreciation among diverse groups.

4. Increased career opportunities: In an increasingly competitive job market, being bilingual is seen as a highly desirable skill by employers. Students who have gone through a dual language program are equipped with the language skills needed to pursue various career paths both domestically and internationally.

5. Higher graduation rates: Studies have shown that students in dual language immersion programs tend to have higher attendance rates and are more likely to graduate high school compared to their monolingual peers.

6. Personal development: Learning a second language helps students develop perseverance, self-confidence, empathy, and adaptability – all valuable life skills that can benefit them personally and professionally.

7. Enhanced cognitive abilities: Dual language education has been linked to improved memory, better executive function, increased attention span, and stronger analytical skills – all important cognitive abilities for academic success.

Overall, Dual Language Education Programs provide numerous benefits for students in Missouri by preparing them for success academically, culturally, and professionally in an increasingly diverse society.

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


Yes, Missouri has specific guidelines and requirements for implementing a Dual Language Education Program in elementary schools. These include the following:

1. Approval from the state: The school district must receive approval from the Missouri Department of Elementary and Secondary Education (DESE) before starting a dual language program.

2. District demographics: The school district must have a significant number of non-English speaking students and native English-speaking students to justify implementing a dual language program.

3. Program design: The dual language program should follow an established research-based model, such as two-way immersion or one-way immersion.

4. Staff qualifications: Teachers in the program must be certified in both English as a Second Language (ESL) and bilingual education, or they must work as a team with one teacher being ESL certified and the other being bilingual certified.

5. Native language instruction: A core portion of the curriculum should be taught in students’ native language as well as English, typically at a ratio of 50/50.

6. Parent involvement: Districts are required to implement strategies to involve parents of English learners in their child’s education, such as parent-teacher conferences in their primary language.

7. Assessment and evaluation: Student progress should be monitored regularly through assessments that measure both academic achievement and second language acquisition.

8. Transition plan: Districts must develop a plan for transitioning students out of the program once they reach proficiency in both languages.

9. Professional development: District staff involved in the dual language program should receive ongoing training on best practices for teaching linguistically diverse students.

10. Data reporting: DESE requires districts to report student data annually on enrollment, participation, attainment and growth outcomes for dual language programs.

It is recommended that schools interested in implementing a Dual Language Education Program consult with DESE for more detailed guidelines and support throughout the process.

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


There is no state-wide standardized training for teachers who teach in Dual Language Education Program (DLEP) settings in Missouri elementary schools. However, many school districts have their own specific training programs and requirements for their DLEP teachers. Some common training methods include:

1. Professional development workshops: Teachers may attend workshops on bilingual education to gain a better understanding of the principles and practices of DLEPs. These workshops may be hosted by the school district, local educational organizations or universities.

2. Cohort programs: Some school districts may offer cohort programs specifically designed for teachers in DLEPs. These programs provide consistent and ongoing support for new DLEP teachers.

3. Mentoring: Experienced DLEP teachers may mentor new teachers, providing them with guidance and feedback on teaching strategies and classroom management techniques.

4 . Online courses: Teachers can also take online courses from accredited institutions to learn about DLEPs and best practices for teaching in this setting.

5. Collaborative planning: Teachers may collaborate with other DLEP educators within their school or district to share resources, lesson plans, and ideas for instruction.

6. Visiting other DLEP classrooms: Schools may arrange for teachers to observe other successful DLEP classrooms in order to gain insight into effective practices.

7. Professional learning communities: Teachers can participate in professional learning communities where they can discuss challenges they encounter while teaching in a DLEP setting and explore strategies for addressing them.

Overall, most training methods focus on building cultural competency, developing instructional strategies that promote language acquisition, fostering cross-cultural communication skills, and effectively implementing language immersion programs in both languages (English and the partner language).

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


At this time, there are not any specific state funding or resources available to support the implementation of Dual Language Education Programs in elementary schools in Missouri. However, schools may be eligible to receive federal Title III funds for English language learners, which could potentially be used to support dual language programs. Additionally, some school districts may have their own grant opportunities or partnerships available for supporting dual language education. It is recommended that schools and districts reach out to their state education agency and local community organizations for potential resources and funding opportunities.

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


The success of Dual Language Education Programs in Missouri elementary schools is measured and evaluated through multiple means, including standardized test scores, graduation rates, and language proficiency assessments.

Firstly, school districts may use state standardized tests such as the Missouri Assessment Program (MAP) to measure the academic achievement of students in dual language education programs. These tests assess students’ knowledge and skills in core subjects such as English language arts, math, science, and social studies. Schools may also track the progress of students over time to evaluate the effectiveness of their dual language program.

Additionally, many schools use language proficiency assessments like WIDA or AP Spanish exams to measure students’ development in their target language. These assessments are designed to evaluate a student’s ability to listen, speak, read, and write in their second language.

Graduation rates are another indicator of the success of dual language education programs. Higher graduation rates for students enrolled in these programs demonstrate that they are successfully completing their coursework and meeting academic requirements.

Schools may also conduct parent surveys or collect feedback from teachers to assess the overall satisfaction with the program and gather suggestions for improvement.

Overall, these measures help evaluate the success of Dual Language Education Programs in Missouri elementary schools by tracking academic progress, linguistic growth, and overall satisfaction with the program.

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


Yes, there are several limitations or challenges faced by Dual Language Education Programs at the elementary school level including:

1. Limited access to resources: Many schools may not have enough resources, such as qualified teachers, materials and technology, to effectively implement a dual language program.

2. Finding qualified teachers: It can be difficult to find teachers who are fluent in both languages and trained in dual language instruction.

3. Parents’ expectations: Some parents of monolingual students enrolled in the program may have unrealistic expectations about their children’s progress and proficiency in the second language.

4. Balancing languages: In order for students to become proficient in two languages, it is important for schools to find a balance between teaching content in both languages while also providing equal exposure to each language.

5. Assessments and testing: Administering assessments and tests that accurately measure student progress in both languages can be complex and require additional resources.

6. Curriculum alignment: It can be challenging to align curricula across grade levels and subject areas when some classes are taught solely in one language and others use a combination of both.

7. Scheduling conflicts: Coordinating schedules for students who are enrolled in different tracks or programs within a school, such as bilingual and monolingual tracks, can be difficult.

8. Language support outside of school: Students may struggle with maintaining or practicing their second language outside of school if they do not have access to resources or support from family members who are proficient in the target language.

9. Limited diversity within the program: If there is a lack of diversity among students participating in the program, it can limit opportunities for true cultural exchange and immersion experiences.

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


The role of parents and families with students enrolled in a Dual Language Education Program at an elementary school in Missouri is crucial to the success of their child’s learning journey. Here are some key responsibilities and roles that parents and families can play:

1. Support their child’s language development: Parents can actively engage with their children by speaking, reading, and exposing them to the target language outside of school. This helps reinforce what they are learning in the classroom.

2. Act as cultural ambassadors: As children learn a new language, they are also exposed to a new culture. Parents can educate themselves about the target culture and support their child’s understanding and appreciation of different cultures.

3. Communicate with teachers and school staff: It is important for parents to stay involved and communicate regularly with their child’s teachers regarding their academic progress, language fluency, and any concerns they may have.

4. Encourage their child to have a positive attitude towards learning: Learning a new language can be challenging, but parents can play a critical role in motivating their child and promoting a positive attitude towards learning.

5. Attend school events: Parents should make an effort to attend school events such as parent-teacher conferences, open houses, cultural fairs, etc. This not only shows support for their child but also allows them to connect with other parents and learn more about the program.

6. Provide a supportive learning environment at home: Creating an environment that promotes bilingualism at home can help students build strong language skills. Parents can provide resources such as books, movies, music, etc., in the target language at home.

7. Advocate for the program: Parents should advocate for the dual-language program within the community and spread awareness about the benefits of being bilingual.

Overall, parents play an essential role in supporting their child’s learning in a Dual Language Education Program. Their involvement, encouragement, and support can go a long way in helping students become successful bilingual learners.

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

Parent participation and involvement is a key component of successful Dual Language Education Programs at the elementary school level. These programs rely on strong partnerships between schools, families, and the community in order to provide students with a high-quality education.

Participation and involvement opportunities may include:

1. Parent orientation meetings: Before the start of the school year, parents can attend orientation meetings to learn more about the program and meet the teachers.
2. Parent-teacher conferences: Regular parent-teacher conferences provide an opportunity for parents to discuss their child’s progress and receive updates on their language development.
3. Parent workshops: Schools may offer workshops or training sessions for parents to learn how they can support their child’s language development at home.
4. Classroom volunteers: Parents are encouraged to volunteer in their child’s classroom to support language instruction and practice.
5. Cultural events: Dual Language Education Programs often organize cultural events that involve parents, such as international festivals or food fairs, where families can share their culture with others.
6. School committees: Parents may be invited to participate in school committees and decision-making processes related to the program.
7. Home-school communication: Schools should have effective communication channels, such as newsletters, email or online platforms, for parents to stay informed about program updates, events, and their child’s progress.

In addition to these opportunities for parent participation and involvement, schools should also provide resources and support for families interested in learning more about dual language education and ways they can support their child at home. This may include providing tips for creating an environment conducive to language learning at home or resources for building literacy skills in both languages.

Ultimately, parent participation and involvement plays a crucial role in promoting students’ linguistic proficiency in Dual Language Education Programs at the elementary school level. It not only helps students feel supported but also strengthens family-school partnerships for better academic success.

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


The curriculum in a traditional English-only program and a Dual Language Education Program at an elementary school level in Missouri may differ in the following ways:

1. Language of Instruction: In a traditional English-only program, all subjects are taught solely in English. However, in a Dual Language Education Program, subjects are taught in both English and the target language (e.g. Spanish, French), with a balance between both languages.

2. Target Language Content: In a Dual Language Education Program, there is an emphasis on incorporating the target language into all subject areas, including math, science, and social studies. This means that students not only learn the target language but also acquire academic content knowledge through it.

3. Cultural Components: A strong focus on multiculturalism and cultural diversity is integrated into the curriculum of a Dual Language Education Program. Students learn about different cultures and their traditions while developing intercultural competency.

4. Translation vs Immersion Approach: In a traditional English-only program, teachers often use translation as a tool to explain concepts to non-native speakers of English. On the other hand, in Dual Language Education Programs, students are immersed in the target language for an extended period of time to develop their language skills naturally.

5. Goals and Objectives: The goals and objectives of both programs may differ. In an English-only program, the main focus is on developing fluency in English communication skills and literacy. Meanwhile, in Dual Language Education Programs, students are expected to become bilingual and biliterate in both languages by the end of elementary school.

6. Instructional Strategies: Traditional English-only programs might rely heavily on textbooks and worksheets for instruction. In contrast, Dual Language Education Programs typically use hands-on activities such as games, songs, role-plays to make learning more interactive and engaging for students.

7.Transition to High School: In many traditional English-only programs, students may switch to exclusively learning the target language once they reach high school. In Dual Language Education Programs, the target language continues to be integrated into classes and continues to challenge students’ language skills throughout high school.

Overall, the main difference between the two programs is that a Dual Language Education Program aims to promote bilingualism while maintaining academic achievement in all areas of study through an immersion approach, whereas traditional English-only programs focus on achieving fluency and literacy in English only.

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?


It is possible for students who participate in a Dual Language Education Program at an elementary school to have different academic outcomes compared to those who do not. Research studies have found that students in dual language programs tend to have stronger bilingual and biliteracy skills, improved cognitive abilities (such as attention and problem-solving), and higher levels of academic achievement in both languages compared to monolingual students. However, the specific impact on individual students may vary based on factors such as their language proficiency, cultural background, family support, and level of commitment to the program. It is important to note that academic outcomes are influenced by multiple factors and cannot solely be attributed to participation in a dual language program.

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 Missouri?


There are multiple initiatives and policies related to promoting diversity and cultural understanding within Dual Language Education (DLE) Programs at the elementary school level in Missouri. Some of these include:

1. The Missouri Seal of Biliteracy: This initiative recognizes graduating high school students who have achieved proficiency in English and at least one other language by awarding them with a special seal on their diploma. This promotes cultural understanding and celebrates diversity by valuing and honoring multilingualism within the state.

2. Language Access Improvement Plan: Under this policy, schools are required to provide English learners with equal access to quality education, resources, and support services to help them succeed in a DLE program. It also addresses the need for cultural sensitivity training for teachers and staff who work with linguistically diverse students.

3. Program Evaluation Guidelines for DLE: These guidelines were created by the Department of Elementary and Secondary Education (DESE) to ensure that DLE programs meet the needs of diverse students, families, and communities. It includes recommendations on ways to promote cultural competency training, involve families from different backgrounds, and provide equitable educational opportunities for all students.

4. Equity-Driven Instructional Practices: DESE promotes equity-driven instruction as a key component of DLE programs. This includes incorporating culturally responsive teaching strategies that validate students’ home languages, cultures, and identities into daily instruction.

5. Professional Development Opportunities: There are various professional development opportunities available for educators in Missouri to enhance their skills in promoting diversity and cultural understanding within DLE programs. For example, the University of Missouri offers an annual conference on Culturally Responsive Teaching and Learning that focuses on effective practices for teaching diverse student populations.

Overall, Missouri is committed to promoting diversity and cultural understanding within DLE programs through various policies and initiatives that aim to create inclusive learning environments for all students.

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

The Individuals with Disabilities Education Act (IDEA) requires public schools to provide a free and appropriate education in the least restrictive environment to all students, including those with learning disabilities and other cognitive impairments. This means that children with disabilities have the right to participate in Dual Language Education Programs if it is determined to be appropriate for their individual needs.

In Missouri, each school district is responsible for determining which programs and services are available for students with disabilities. Some districts may offer Dual Language Education Programs specifically designed for students with disabilities, while others may incorporate accommodations and modifications into general Dual Language programs. It is important for parents to discuss their child’s individual needs with their school district to determine if a Dual Language program is a suitable option.

Additionally, under IDEA, schools are required to provide English Learners (ELs) with appropriate language support services in order for them to access and benefit from educational programs. This may include accommodations and modifications within a Dual Language program or placement in an English as a Second Language (ESL) program.

Overall, children with cognitive or learning disabilities have the right to access and participate in Dual Language Education Programs at the elementary school level in Missouri. It ultimately depends on the individual needs of the child and what accommodations and supports can be provided by the school district.

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 Missouri?


1. Inclusion of Culturally Relevant Materials: Ensure that the classroom includes culturally and linguistically relevant materials, such as books, posters, and other resources that represent both English and non-English cultures. This will help students from both backgrounds feel represented and included in the classroom.

2. Implement Cooperative Learning Strategies: Encouraging group work can be an effective way to engage students from different language backgrounds. Grouping students with varying language abilities together can encourage collaboration and support learning from one another.

3. Create Opportunities for Language Exchange: Provide opportunities for students to engage in language exchange activities, where they can practice speaking in English or the non-English language with one another. This can also create a sense of community within the classroom.

4. Make Use of Visual Aids: Utilize visuals such as pictures, diagrams, videos, or charts to supplement verbal instructions when teaching new concepts or vocabulary. This helps students from different language backgrounds understand the material better and reinforces their understanding.

5. Teach Cross-Cultural Communication Skills: Along with language skills, it is important to teach students how to effectively communicate with people from different cultural backgrounds. This will help them build stronger relationships with their peers and develop cultural competence.

6. Incorporate Multicultural Activities: Plan multicultural activities, celebrations, or projects that involve both English-dominant and non-English dominant students working together towards a common goal. This will promote cross-cultural understanding and appreciation among students.

7.Designate Peer Tutors/Buddies: Pair up English-dominant and non-English-dominant students as peer tutors/buddies where they can support each other’s learning through peer-teaching or providing additional assistance outside of class time.

8.Provide Supportive Services/Programs for Non-English dominant Students: Offer specialized programs such as ESL (English as a Second Language) classes or tutoring sessions for non-English dominant students to help them develop their English language skills.

9.Communicate Effectively with Parents: Regularly communicate with parents or guardians of both English-dominant and non-English dominant students, providing updates on their child’s progress and involving them in the learning process. This builds a positive relationship between the school and families and helps support student success.

10. Educate Staff on Dual Language Education: It is important for all staff members to be knowledgeable about the dual language education model and its benefits. This will ensure that everyone is on the same page and can effectively support the success of students from both language backgrounds.

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


Dual Language Education Programs in Missouri incorporate cultural awareness and sensitivity in several ways:

1. Bilingual Instruction: Dual Language Education Programs use both English and target language (e.g. Spanish, Mandarin) to deliver instruction in all subject areas. This allows students to learn about different cultures through authentic materials, literature, and discussions in the target language.

2. Culturally Responsive Teaching: The curriculum in Dual Language Education Programs is designed to reflect the cultural backgrounds of the students in the program. Teachers are trained to make connections between their students’ cultures and the content being taught.

3. Authentic Resources: Teachers use authentic resources such as literature, videos, songs, and cultural artifacts from the target language speaking countries to expose students to different cultures.

4. Cultural Celebrations: Dual Language Education Programs often organize cultural celebrations throughout the school year where students can showcase their own culture or learn about other cultures through food, music, dance presentations, and art projects.

5. Cross-Cultural Communication: Students in Dual Language Education Programs have opportunities for peer-to-peer learning with classmates who come from diverse linguistic and cultural backgrounds. This promotes cross-cultural communication and understanding amongst students.

6. Parental Involvement: Parents are encouraged to volunteer in classrooms, participate in school activities and events that celebrate diversity and different cultures.

7. Field Trips: Field trips are organized by teachers to places like museums, cultural centers or community organizations that represent different cultures present within the student population.

8. Multicultural Literature Selections: Teachers carefully select literature for reading assignments that reflect diverse cultures present within the classroom.

9. Cultural Competency Training for Teachers: Teachers participating in Dual Language Education Programs receive training on how to create culturally responsive classroom environments that promote cultural awareness amongst students.

10.Collaboration with Community Organizations: Schools also collaborate with community organizations like universities or non-profit groups specialized in promoting multiculturalism to provide workshops or events that promote cross-cultural understanding and acceptance within the school.

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


It depends on the policies of the specific school and school district. Some schools may offer high school credit for participation in a dual language program, while others may not. It is best to check with your school or school district to find out their policies on granting credit for dual language education programs.

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 Missouri?

While there may not be specific research or data on the long-term benefits of Dual Language Education Programs for students who started at the elementary school level in Missouri, there is ample research on the long-term benefits of dual language immersion programs overall.

Studies have shown that students in dual language programs perform as well or better academically compared to their monolingual peers. One study found that students in a dual language program in California had higher standardized test scores in English and math, and lower dropout rates compared to students in non-dual language programs.

In terms of cognitive benefits, several studies have shown that bilingualism has positive effects on executive functioning skills such as attention control and working memory. These skills are important for academic success and can also transfer to other areas of life, such as problem solving and decision making.

Furthermore, bilingualism has been linked to improved career opportunities and earnings in adulthood. A study by the American Council on the Teaching of Foreign Languages found that individuals who speak multiple languages tend to have higher salaries and more job opportunities compared to monolinguals.

While these studies may not directly pertain to Missouri specifically, they demonstrate the potential long-term benefits of dual language education for students starting at the elementary level. It is likely that similar benefits would be seen for students in Missouri who participate in a well-implemented dual language program.

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

There is limited data available specifically comparing Missouri to other states in terms of Dual Language Education Programs at the elementary school level. However, according to a 2020 report by the American Councils for International Education, Missouri has a relatively high percentage of schools offering language immersion programs (15%) compared to the national average (10%). This suggests that Missouri may have a higher overall implementation rate of Dual Language Education Programs at the elementary school level compared to other states.

Additionally, a 2018 study by the Center for Applied Linguistics found that schools in Missouri reported higher levels of student proficiency in the target language and stronger support from families and the community for dual language programs than schools in other states.

However, it is important to note that success rates may vary widely depending on specific program models, resources and support from school districts and communities, and other factors. Further research would be needed to determine how Missouri compares specifically to other states in terms of success rates for Dual Language Education Programs at the elementary school level.