The top reported proficiency rate is 30% in Science. The lowest is 24% in English language arts.
Original Research by School Decision on Dual Immersion Academy
Dual Immersion Academy sits in Salt Lake City and serves grades preschool through eighth grade. It is a charter school, which means it operates independently of the local district and is open to families who apply for admission. The school’s stated purpose is built into its name: students learn in a dual language immersion setting, a program model that integrates native Spanish speakers and native English speakers in the same classrooms with the goal of bilingual fluency and biliteracy by the time students move on to high school. For a family considering this school, the immersion model is the central feature, not a supplemental program.
The student body is deeply rooted in the surrounding neighborhood and is almost entirely Hispanic. A very large share of students qualify for free or reduced-price meals, which signals that the school serves a community with significant economic need. The enrollment is moderate for the grade band it covers, and it draws from a zip code where home values sit below the state average but still reflect the broader Salt Lake City housing market, where prices are high and have cooled slightly from recent peaks. Rental prices in the area have also softened, though affordability remains a challenge for many households. The school’s location in the Glendale neighborhood places it near the Jordan River and within reach of the city’s TRAX light rail system, parks, and libraries, though the immediate area is not the dense downtown core.
On state assessments, proficiency rates for students in math, English language arts, and science all landed at the low end compared to other schools across the state. When measured against districts in Salt Lake County, Dual Immersion Academy’s overall proficiency across subjects and grades sits in the bottom quarter of the county. These are the reported figures, and they are clear. There is no graduation rate to report because the school does not serve high school grades. The school’s test participation rate was not available in the data, so it is not possible to say how many students took the exams relative to the enrolled population.
The academic results matter differently in context than they would at a standard elementary or middle school. Dual immersion programs often show a lag in English-language test scores during the early years, as students split instructional time between two languages and need time to build academic vocabulary and literacy in English. By middle school, some studies show students catch up or surpass peers in monolingual settings. A parent evaluating these scores should understand that the school’s mission is not to maximize test scores in any single year; it is to produce bilingual graduates. Still, the proficiency figures are low enough that a parent would want to ask the school directly about how it tracks progress toward biliteracy, how it supports students who are behind grade level, and what outcomes its alumni show once they enter high school.
The school does not report the share of students with individualized education programs or the count of English learners, which is a notable gap for a dual immersion school serving a heavily Hispanic population. Many students in that demographic are likely English learners, but the data does not confirm it. A parent with a child who qualifies for special education services should ask how the school manages dual language instruction alongside IEP goals. The school’s civil rights data was not available, so there is no information on discipline rates or access to advanced coursework. For a charter school that ends at eighth grade, course access beyond a standard middle school curriculum is not an expectation, but any parent considering the school should ask what pathways exist for students who are ready for high-school-level work.
The district brief found little to report in terms of recent changes; the search returned information about the ongoing immersion program and enrollment details but no major shifts in policy, leadership, or facilities that would alter a family’s decision. The school appears stable and continues to operate with the same core approach it was founded on.
This school is a good fit for a family that values bilingual education and is willing to commit to the model through eighth grade, understanding that test scores in the short term may not reflect the long-term goal. It is less suited for a family that prioritizes high ranking on state assessments or wants a school with a track record of strong academic outcomes in the conventional sense. For a parent with a child starting in kindergarten, the school offers an immersive environment with a clear identity, but a close conversation with administrators about academic support, English learner services, and special education is essential before enrolling.
See more original research from School Decision →