This large-scale study used a survey to collect data on K–12 world language programming in Massachusetts public schools. Building off work by Pufahl and Rhodes (2011), this study focused on world language programs, program types, and languages offered, as well as student exclusion, program leadership, and the Seal of Biliteracy. The study resulted in 188 districts represented in the final data set, which was analyzed using descriptive statistics. Results indicate comparable findings to national data in terms of program and language offerings, with shifts in program type. Data further revealed patterns of student exclusion and trends in offering the Seal of Biliteracy. Although programs are most often led by a world language specialist, school principals are more likely responsible for teacher evaluation. Survey data were collected at the beginning of school closures due to COVID-19, capturing a picture of K–12 world language education and a point of comparison for future research.

中文翻译：

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马萨诸塞州 K-12 公立学校的世界语言编程和领导力

这项大规模研究使用一项调查来收集马萨诸塞州公立学校 K-12 世界语言编程的数据。在 Pufahl 和 Rhodes (2011) 的工作基础上，这项研究侧重于世界语言课程、课程类型和提供的语言，以及学生排斥、课程领导力和双语印章。该研究在最终数据集中代表了 188 个地区，并使用描述性统计进行了分析。结果表明在课程和语言课程方面与国家数据具有可比性，但课程类型有所变化。数据进一步揭示了学生排斥的模式和提供双语印章的趋势。尽管课程通常由世界语言专家领导，但学校校长更有可能负责教师评估。