{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/127192"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/127192","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Factors impacting effective dual language immersion (DLI) programs across three U.S states","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","abstract_has_math":false,"creators":["Friedle, Andrew Martin"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Davila, Liv","Witt, Alison","Dhillon, Pradeep","Negrette, Giselle Martinez"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-11-20","date_published":"2024-11-20","updated_at":"2026-07-22T22:25:03Z","subjects":["Dual Language Immersion (dli)","Bilingual Education Program Evaluation","Diamond Model Of Bilingual Education","Additive Bilingualism","Dual Language Program Frameworks","Program Implementation And Evaluation","Language Acquisition Theories","Educational Policy And Bilingual Programs","Castañeda V. 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Pickard Criteria","Equity In Bilingual Education","Linguistic Justice","Stakeholder Engagement In Education","Intercultural Competence In Education","Resource Allocation In Language Programs","Effective Bilingual Education Practices","Mixed-methods Evaluation In Education","Language Policy Borrowing","Critical Discourse In Bilingual Education","Bilingualism And Cultural Competency","Educational Program Compliance And Effectiveness","Sociocultural Context In Dli Programs","English Language Learner (ell) Achievement","Educational Outcomes In Bilingual Programs","Systems Approach To Program Evaluation","Language Ideologies In Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Andrew Friedle"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/127192"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","The student, Andrew Friedle, accepted the attached license on 2024-11-14 at 18:58.","The student, Andrew Friedle, submitted this Dissertation for approval on 2024-11-14 at 18:59.","This Dissertation was approved for publication on 2024-11-20 at 09:29.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21322 on 2025-03-28 at 14:25:38","This dissertation applies the Diamond Model of Bilingual Education evaluation to assess dual language immersion (DLI) programs across three U.S. states: Virginia, Washington, and Texas. The study examines how these programs align with current dual language educational research and state specific DLI implementation documents to determine the factors contributing to DLI program effectiveness. A mixed-methods approach is used to evaluate DLI program frameworks, focusing on their design, implementation, and outcomes. The research addresses two primary questions: (1) What are the similarities and differences between the dual language immersion program frameworks and implementation guides in Virginia, Washington, and Texas? (2) What factors promote the successful implementation of DLI programs as outlined by the Castañeda v. Pickard ruling? The findings reveal that the DLI programs under consideration share more similarities than differences and what differences do exist are a result of state level policy requirements and local contextual factors. The study underscores the importance of holistic DLI program evaluations, moving beyond regulatory compliance to consider factors like leadership, community engagement, and resource allocation. Ultimately, the research offers a framework for improving DLI programs, contributing more broadly to bilingual education literature by identifying key variables that foster DLI student achievement and informing educational decision-makers on best practices. Further research is needed to determine whether the results found can be broadly applied to other types of bilingual education programs."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Factors impacting effective dual language immersion (DLI) programs across three U.S states"]}]}],"canonical_facts":{"dc:contributor":["Davila, Liv","Witt, Alison","Dhillon, Pradeep","Negrette, Giselle Martinez"],"dc:creator":["Friedle, Andrew Martin"],"dc:date":["2024-11-20","2024-12"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","The student, Andrew Friedle, accepted the attached license on 2024-11-14 at 18:58.","The student, Andrew Friedle, submitted this Dissertation for approval on 2024-11-14 at 18:59.","This Dissertation was approved for publication on 2024-11-20 at 09:29.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21322 on 2025-03-28 at 14:25:38","This dissertation applies the Diamond Model of Bilingual Education evaluation to assess dual language immersion (DLI) programs across three U.S. states: Virginia, Washington, and Texas. The study examines how these programs align with current dual language educational research and state specific DLI implementation documents to determine the factors contributing to DLI program effectiveness. A mixed-methods approach is used to evaluate DLI program frameworks, focusing on their design, implementation, and outcomes. The research addresses two primary questions: (1) What are the similarities and differences between the dual language immersion program frameworks and implementation guides in Virginia, Washington, and Texas? (2) What factors promote the successful implementation of DLI programs as outlined by the Castañeda v. Pickard ruling? The findings reveal that the DLI programs under consideration share more similarities than differences and what differences do exist are a result of state level policy requirements and local contextual factors. The study underscores the importance of holistic DLI program evaluations, moving beyond regulatory compliance to consider factors like leadership, community engagement, and resource allocation. Ultimately, the research offers a framework for improving DLI programs, contributing more broadly to bilingual education literature by identifying key variables that foster DLI student achievement and informing educational decision-makers on best practices. Further research is needed to determine whether the results found can be broadly applied to other types of bilingual education programs."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/127192"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Andrew Friedle"],"dc:subject":["Dual Language Immersion (dli)","Bilingual Education Program Evaluation","Diamond Model Of Bilingual Education","Additive Bilingualism","Dual Language Program Frameworks","Program Implementation And Evaluation","Language Acquisition Theories","Educational Policy And Bilingual Programs","Castañeda V. Pickard Criteria","Equity In Bilingual Education","Linguistic Justice","Stakeholder Engagement In Education","Intercultural Competence In Education","Resource Allocation In Language Programs","Effective Bilingual Education Practices","Mixed-methods Evaluation In Education","Language Policy Borrowing","Critical Discourse In Bilingual Education","Bilingualism And Cultural Competency","Educational Program Compliance And Effectiveness","Sociocultural Context In Dli Programs","English Language Learner (ell) Achievement","Educational Outcomes In Bilingual Programs","Systems Approach To Program Evaluation","Language Ideologies In Education"],"dc:title":["Factors impacting effective dual language immersion (DLI) programs across three U.S states"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:03Z"}