The Provo City School District is reviewing several strategic options to address challenges within its Dual Language Immersion (DLI) program, according to a notice posted to the district's website. The review aims to address concerns regarding equity, academic achievement gaps, and the long-term sustainability of the program's staffing and enrollment models.
The district identified several core challenges, including the experience of non-DLI students in DLI schools and potential academic disparities. In a parent survey involving 87 respondents, 50.6% reported a positive or very positive experience for their child, while 29.9% reported negative experiences. Key concerns raised by parents included social separation or perceived hierarchy, which accounted for 48.5% of substantive comments, followed by unequal access to resources and opportunities at 16.7%.
Data from 2026 RISE proficiency testing indicates that DLI students generally perform higher than non-DLI peers in English language arts, math, and science. For example, in the 2026 RISE English language arts assessment for grades 3–6, DLI students at Wasatch Elementary showed 76.3% proficiency compared to 51.5% for non-DLI students. While these patterns indicate achievement gaps, the district noted that the data does not establish that the DLI program is the cause of these differences.
Six specific models are under consideration by the district. These include creating magnet schools for Chinese, French, Portuguese, and Spanish; maintaining the current neighborhood DLI model; reducing the size of language cohorts to a one-teacher model; or reducing the total number of languages offered across the district. The district is also evaluating a model that would transition certain schools, such as Timpanogos Elementary, to a whole-school bilingual model.
The district's review includes an analysis of enrollment and staffing efficiency. Current DLI enrollment averages 24.2 students per class, while non-DLI classes average 20.1 students. The district is examining how to manage staffing allocations, as the current DLI model requires a two-teacher team for each participating grade level, which may not always align efficiently with enrollment numbers.
Next steps for the district include narrowing the options for a survey and gathering findings from the Peregrine report. The Board of Education will eventually consider these options to decide on program locations, language offerings, and necessary boundary or transportation adjustments.
