Indigenous Dual language Education (IDLE) – A Journey and Some Considerations: Keres Children’s Learning Center

We acknowledge and thank Trisha Moquino and her collaborators Dr. Christine Sims, Dr. Carlotta “Penny” Bird, Dr. Rebecca Blum Martínez, and DLeNM’s José “Azul” Cortés for developing this important resource. We thank the Keres Children’s Learning Center and Trisha Moquino for their ongoing work, leadership and contribution to our dual language community—especially our Tribal Language Communities who are fighting to revitalize, preserve, and save their languages, cultures, and way of life.

Click here to access KCLC’s website. Click here to access the IDLE document.

Abt Associates, in partnership with Public Charter Schools of New Mexico, Dual Language Education of New Mexico, New Mexico Public Education Department, and Elizabeth Howard of the University of Connecticut, are pleased to announce the New Mexico Charter Schools Study: Findings Report.

The New Mexico Charter School Study: Findings Report collates the results of Abt’s evaluation of numerous charter schools in the state, several of which employ a whole-school dual language model. The study also created multiple logic models for use by practioners, policymakers, and researchers, and led to ideas for making enrollment in charter schools more equitable.

Among the findings: the most rigorous analysis, a lottery study, found no statistically significant impacts on measured students academic outcomes for elementary-aged students. However, the less rigorous analysis—a quasi-experimental study had mixed results, suggesting high school charters increased college enrollment and elementary charters reduced mathematics achievement.

For questions regarding the study, contact Eric Tischler at For questions regarding the Logic Model which was produced during the study and referred to in the document, contact Michael Rodríguez at

Read the Report
Read the Technical Appendix

Winter 2021 Soleado is here!

Soleado: Promising Practices from the Field! In this issue you will find an important article explaining the Dual Language Education Logic Model, an invaluable resource for practitioners, policymakers, and researchers. Also included in this issue—an article detailing how one school used the PDSA Cycle at building and classroom levels to improve student outcomes. in oral and written language, an article authored by the professional development staff at DLeNM on the instructional spaces that support high-quality bilingualism and biliteracy, and an article that details an instructional collaboration between the Explora Science Center and Children’s Museum and OCDE Project GLAD®. Click here to access the winter issue of Soleado.

The National Dual Language Education Teacher Preparation Standards

DLeNM is proud to announce the National Dual Language Education Teacher Preparation Standards (NDLETPS) has received full acceptance status from the Council for the Accreditation of Educator Preparation. The NDLETPS (@2018) were co-authored by Drs. Michael D. Guerrero (University of Texas at Rio Grande Valley) and Joan R. Lachance (University of North Carolina at Charlotte).