• Julio Torres, PhD (University of California, Irvine)
• Melissa Bowles, PhD (University of Illinois Urbana-Champaign)

In 2008, Brinton, Kagan and Bauckus edited the volume, Heritage Language Education: A new field emerging. While this was not the first volume on this subject (e.g., Peyton, Ranard & McGinnis, 2001), of important note is the subtitle of the volume that still characterized the HL education field as new and emerging. Since this publication, other books and chapters have followed addressing this topic (e.g., Beaudrie, Ducar & Potowski, 2014; Kagan, Carreira & Chik, 2017; Leeman & King, 2015; Torres, in press; Trifonas & Aravossitas, 2018; Wiley, Peyton & Christian, 2014). This signals a maturing of the HL education field, especially considering the substantial increase of publications throughout the years from different scholarly perspectives (e.g., Montrul & Polinsky, 2021) that can inform programmatic decisions for HL students. However, despite such advancements in the field, little is known about the effectiveness of HL education programs, as scholars have raised concerns on the limited effects of HL education programs on the sustainability of HLs in the United States (Valdés, 2017). Therefore, to address this issue, a new initiative at the NHLRC is the launch of a national survey to HL students of all languages in postsecondary institutions --- community colleges, four-year universities --- to gather information of their experiences in HL courses and programs and to estimate the impact on their HL skills. We will share preliminary data of the survey and a link to the survey so that institute participants can administer the survey to their students during the 2023-2024 academic year.