Document Type

Capstone

Publication Date

Spring 4-13-2026

Keywords

Dual language immersion California, Global California 2030 bilingual education, Proposition 58 bilingual programs, English learner dual immersion programs, bilingual teacher credentialing California, DLP gentrification bilingual education, California bilingual teacher shortage, State Seal of Biliteracy California, Dual Language Immersion Grant California, two-way dual immersion metropolitan areas, bilingual education equity English learners, California EL student outcomes data, Bilingual Teacher Professional Development Program BTPDP, heritage language programs California K-12

Abstract

California's Global 2030 initiative set an ambitious target: half of all K-12 students to achieve bilingual proficiency by 2030. This qualitative study examines whether Dual Language programs (DLPs) in California's major metropolitan areas are positioned to meet that goal. Drawing on ten semi-structured expert interviews with researchers, administrators, teachers, and nonprofit advocates, the study identifies four central challenges: inadequate student preparedness, chronic underfunding, insufficient teacher training, and a failure to connect students to their cultural heritage. The findings reveal that California lacks the infrastructure, data systems, and financial commitment necessary to achieve the 2030 goals. The authors recommend establishing a centralized statewide database to track DLP student outcomes by language and district and leveraging existing tools, such as AP exams and the State Seal of Biliteracy program, to guide future policy and funding decisions.

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