D.C. Voices: Dual language programs in D.C. schools

D.C. has a high degree of public-school choice, with the majority of students and families in D.C. choosing to attend a school other than their in-boundary school.¹ A 2021 survey of parents in the D.C. area revealed that school quality was the top reason for making a decision about where their students attend school, and school approach (along with commute and safety) was one of the next most popular reasons.² 

One of the most popular school approaches in D.C. is a dual language or language immersion offering, explained by My School DC as when students learn a second language beyond dedicated language periods, with the second language often serving as the medium of instruction in core academic subjects.³ In school year 2023-24, 24 of D.C.’s public schools offered dual language or language immersion programs, and 20 of them began in pre-kindergarten (PK3).⁴ There is high demand for dual language or language immersion: for example, the average waitlist length for PK3 dual language/language immersion programs is 126 students, compared to just 35 for other schools (students can be on multiple waitlists).⁵

Waitlist lengths demonstrate that it is harder to get a spot at a dual language elementary school than other schools, and where these schools are located in D.C. can further limit access. For example, only three of the 24 dual language schools are located in Ward 7 and none are located in Ward 8, even though a large portion of students (42 percent) live east of the river.⁶ In addition, students designated as at-risk, Black students, and male students are less likely to re-enroll in dual language programs than in other schools in D.C.⁷ For example, 35 percent of Black students enrolled in dual language/language immersion programs in school year 2023-24 compared to 64 percent enrolling in other schools.

In addition to local demand, the United States Department of Education is aiming to make multilingualism a core component of American education through the “Raise the Bar” initiative – an initiative that will address the gap between the high demand for bilingual skills in the job market.⁸ Multilingualism brings numerous benefits, including cognitive⁹, academic¹⁰, financial¹¹, and cultural advantages.¹² 

Given this high level of demand and differing levels of access, we asked stakeholders about the strengths and challenges around accessing dual language programs in D.C.’s public schools (including DCPS and public charter schools). 

Jennifer Comey, Director of Planning and Analysis, and `Abdu’l-Karim Ewing-Boyd, Director of Strategic Initiatives, PK-12, Office of the Deputy Mayor for Education 

Families in the District have indicated strong and growing interest in world language access, and our schools have responded well to many of those interests. DC Public Schools (DCPS) and public charter schools offer access to dual language programming at more than 25 campuses ranging from Pre-K to 12th grade, the majority of which are whole-school programs. Spanish as the partner language is a clear strength in the city and reflects the fact that, after English, Spanish is the most widely spoken language in our students’ homes. We remain at the forefront of systemic opportunities for dual language through OSSE’s dual language roadmap and through multi-school, cross-sector cooperation to improve access. 

Still, we know this richness of opportunity is not yet equitably shared. Insights from the recent Boundary and Student Assignment Study articulate this challenge. For instance, DCPS’s dual language offerings are mainly located in Wards 1 and 4, reflecting the historic residential patterns of our Spanish-speaking families. Neither sector offers dual language programming in Ward 8. Options for our youngest students to continue their study of French, Mandarin, or Hebrew into middle and high school are severely limited. These language opportunities and disparities mirror economic and racial realities in the city.   

We believe there are real opportunities to increase our dual language programming, particularly in secondary schools and for families in Wards 7 and 8. Thanks to the hard work of an advisory committee whose membership included a diverse group of education stakeholders from across all eight wards, the Boundary and Student Assignment Study offers a number of recommendations such as DCPS developing a plan in the coming years to ensure equitable access to dual language in key areas of the city and ensuring the elementary students can successfully feed into middle school dual language programs, as well as supporting opportunities for public charter and DCPS elementary dual language programs feeding into supportive middle school dual language programs. 

Dr. Conor P. Williams, Senior Fellow, The Century Foundation 

Washington, D.C. has long been a national leader in dual language education. The city’s Oyster-Adams Bilingual School campus has hosted bilingual instruction for more than 50 years, and D.C. Public Schools and D.C. public charter schools have launched dozens more programs in the intervening decades. In 2019, D.C.’s dual language programs served 30 percent of D.C.’s English learners—a higher percentage than any U.S. state. Given that research consistently shows that non-native English speakers garner unique benefits from enrolling in dual language programs that support their bilingual development, D.C. education leaders should guard these successes carefully.  

D.C. families’ demand for dual language instruction has remained strong—and appears to be growing. And yet, as we noted in a Century Foundation report last year, citywide and neighborhood-specific demographic shifts are imperiling dual language’s equity promise. As low-income—often linguistically diverse—students are pushed out of neighborhoods hosting dual language schools, they often lose access to these programs.  

Increases in local dual language supply have not been enough to meet family demand. As is common in such situations—when a public education resource becomes scarce—there is evidence that more privileged families are disproportionately able to navigate systems to gain access. Nearly every D.C. dual language campus in our sample (15 out of 17) saw its share of white students increase from 2015 to 2020, and a solid majority (13 out of 17) were disproportionately white compared to citywide demographics. In 2000, 45 percent of Oyster-Adams students qualified for free or reduced lunch. By 2015, not quite 22 percent did—and that number has continued dropping. 

Local leaders should act now to grow the number of dual language seats available in the city. This starts with investing real resources in local bilingual teacher training pathways. This will give schools the capacity to open more dual language programs on campuses with large numbers of English-learning students. But to preserve equitable access to these programs, leaders should also reserve at least fifty percent of new dual language seats for non-native English speakers.  

Dr. Jasmine Brann, Principal, DCPS 

As the nation’s capital, we are honored to hold esteemed global significance here in Washington, D.C.  As an unique hub for diversity and action, we are home to international organizations, embassies, historical landmarks, and more which presents an important opportunity to optimize our educational efforts today – and in particular multilingual, global education. 
 
While Washington, D.C. has been a forerunner for bilingual education across the country, it is time to reassume innovation and the equitable design of the inaugural model of Escuela Oyster (now Oyster Adams) in 1971 which was a community-driven movement.  As one of the few bilingual schools across the country funded with government and partner support for recently arrived Spanish-dominant students and families, Oyster Adams successfully supported all students in becoming balanced and biliterate bilinguals.  
 
Over the years, the number of dual language schools has increased in D.C. due to family interest and district design, with inextricable connections related to other urban phenomena, such as gentrification. 
 
Still with only 24 dual language programs in the city out of 200 schools, we’re only scratching the surface of the possibilities.  
 
While we celebrate the success and academic achievement of students in our city’s bilingual schools, it’s crucial that we acknowledge their limited presence in neighborhoods with a high concentration of Black families, namely Wards 7 and 8. While some changes have begun with schools like our own, Chisholm Elementary, along with Houston Elementary, Global Citizens, and Elsie Whitlow Stokes in recent years, we still have a long way to ensure more equitable integration. 
 
Black students in dual language programs in D.C. are still severely underrepresented even though they are the dominant student demographic across the city.  As we continue to promote equity and close opportunity gaps between student groups, we can no longer overlook the importance of language learning as a fortifying measure for Black students. We must explore these possibilities and models of holistic, global learning. 
 
While we have the lottery application to increase access to schools across the city, this is not a panacea. We should acknowledge the realities of the Black experience in our schools and in these dual language spaces in particular, where Black students have not traditionally been present resulting in mistrust that is founded and substantiated upon generations of systemic racism and injustice. Simultaneously, hope is evolving, and joy can be found deep in Black communities.  
 
It’s crucial that we engage in these conversations and work together to address the specific opportunities and challenges facing Black students in dual language programs. In order to expand language learning mindsets, we need to normalize language learning in diverse settings and affirm the beautiful intersectional identities here in D.C. 

Stephanie Griffith-Richardson, Ward 7 PLE Board Member, Parents Amplifying Voices in Education 

When we consider future workforce demands, the global economy, higher pay, and strengthening cultural connections, expanding dual language programs becomes essential for preparing students for tomorrow. As a parent of a dual language student, I’ve found the exploration of diverse cultures and languages—whether through international school trips or daily school programming—invaluable. Gaining a deeper understanding of others’ values and traditions fosters closer connections and reveals that genuine understanding reduces judgment. 

Despite the many benefits of dual language programs, access to these and other specialized programs is limited east of the river. Most public-school students live in Wards 7 and 8, yet most specialized programs are located west of the river, which limits equitable opportunities for underserved communities. The lottery system compounds this issue, as families compete for limited spots in highly sought-after schools. While the boundary study has made strides in addressing this, much work remains. 

Families are making significant sacrifices to travel across the city to enroll their children in schools that best meet their needs. But this shouldn’t be necessary. Expanding our specialized programs to make them more geographically accessible while offering students a rich education is crucial for ensuring our students are globally competitive. 

1. Office of the Deputy Mayor for Education (DME). 2024. “Enrollment trends by sector.” DME. Retrieved from https://edscape.dc.gov/page/trends-enrollment-sector
2. Coffin, C., & Sayin, Y. 2021. Exit & Voice: Perceptions of the District’s public schools among stayers and leavers. D.C. Policy Center. Retrieved from https://www.dcpolicycenter.org/publications/school-leavers/ 
3. My School DC – The Public School Lottery. “Key Terms”. My School DC. Retrieved from https://www.myschooldc.org/faq/key-terms
4. District of Columbia Public Schools (DCPS). DCPS Dual Language Programs. DCPS. Retrieved from https://dcps.dc.gov/DL ; DC Public Charter School Board (PCSB). School Profiles. DC PCSB. Retrieved from https://dcpcsb.org/school-profiles?name=&field_school_characteristics%5B%5D=96&pmf_asc=&pmf_des=&pmf=2&items_per_page=24 
5. My School DC – The Public School Lottery. 2024. Lottery data. My School DC. Retrieved from https://www.myschooldc.org/resources/data
6. Office of the Deputy Mayor for Education (DME). 2024. “Where public school students live.” DME. Retrieved from https://edscape.dc.gov/node/1385281
7. Office of the State Superintendent of Education (OSSE). 2020. “District of Columbia Dual Language Roadmap.” OSSE. Retrieved from https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Dual_Language_Roadmap_Presentation.pdf 
8.  U.S. Department of Education. 2023. Raise the bar: lead the world. Dept of Education. Retrieved from https://www.ed.gov/sites/ed/files/about/inits/ed/raise-the-bar/RTBBOOKLET92523_508.pdf
9. Bialystok, E. 2011. Coordination of executive functions in monolingual and bilingual children. National Library of Medicine. Retrieved from https://pmc.ncbi.nlm.nih.gov/articles/PMC3139691/ 
10. Steele, J. L., Slater, R. O., Zamarro, G., Miller, T., Li, J., Burkhauser, S., & Bacon, M. 2017. Effects of Dual-Language Immersion Programs on Student Achievement: Evidence From Lottery Data. American Educational Research Journal. Retrieved from https://doi.org/10.3102/0002831216634463 
11. American Council on the teaching of foreign languages (ACTFL). 2019. Making languages our business: addressing foreign language demand among U.S. employers. ACTFL. Retrieved from https://www.actfl.org/uploads/files/general/MakingLanguagesOurBusiness_FullReport.pdf 
12. SEAL. 2024. “The benefits of being The Benefits of Being Multilingual: How Multilingual Learning Leads to $30 Billion Economic Growth.” SEAL. Retrieved from https://www.seal.org/news/benefits-of-being-multilingual#social-and-cultural-benefits-of-being-multilingual