Does Expansion of Bilingual Programming Support Equitable Access for Multilingual
Learners? An Examination of LOOK Act Implementation in Massachusetts

Funded by the Institute of Education Sciences, 2023-2026

In partnership with the Massachusetts Department of Elementary and Secondary Education and WestEd, this project investigates implementation of the Language Opportunity for Our Kids (LOOK) Act, which supports the expansion of bilingual programming for multilingual learners across Massachusetts. Using the state’s longitudinal data system, the team will examine the extent to which the LOOK Act supports multilingual learners’ equitable access to, and participation in, dual language education (DLE) and State Seal of Biliteracy (SSB) programs. The study will also explore the extent to which access to, and participation in, bilingual programs is associated with differential outcomes for multilingual learners in the state.

Improving the Use of Research Evidence in Multilingual Learner Policy and Practice: Research-Practice Partnership Engagement with State Education Agency Leaders

Funded by the William T. Grant Foundation, 2022-2025

This study is embedded in a research-practice partnership involving state education agency staff and researchers from across the country and examine how collaboration in this multi-state RPP supports state leaders’ use of research evidence as they work to address problems of practice related to multilingual learner policy and practice in their unique contexts. In addition to examining how structural, cultural, and political dimensions of state leaders’ work mediates their use of research evidence, the team is also exploring whether and how leaders’ use of research evidence enables shifts from compliance to transformation their work to advancing equity for multilingual learners.