Effectiveness of Four Instructional Programs Designed to Serve English Learners

Autor/inn/en	Valentino, Rachel A.; Reardon, Sean F.
Titel	Effectiveness of Four Instructional Programs Designed to Serve English Learners
Quelle	In: Educational Evaluation and Policy Analysis, 37 (2015) 4, S.612-637 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373715573310
Schlagwörter	Program Effectiveness; English Language Learners; Language Proficiency; Longitudinal Studies; Scores; Hispanic American Students; Bilingual Education Programs; Chinese Americans; Academic Achievement; Elementary School Students; Middle School Students; Immersion Programs; Comparative Analysis; Parent Attitudes; Language Arts; Achievement Gains; Mathematics Achievement; Models; Program Design; Statistical Analysis + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Schulleistung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Immersionsprogramm; Elternverhalten; Sprachkultur; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Analogiemodell; Programme design; Programmaufbau; Programmplanung; Statistische Analyse
Abstract	This article investigates the differences in academic achievement trajectories from elementary through middle school among English Learner (EL) students in four different instructional programs: English Immersion (EI), Transitional Bilingual (TB), Developmental Bilingual (DB), and Dual Immersion (DI). Comparing students with the same parental preferences but who attend different programs, we find that the English Language Arts (ELA) test scores of ELs in all bilingual programs grow at least as fast as, if not faster than, those in EI. The same is generally true of math, with the exception of DB programs, where average student scores grow more slowly than those of students in EI. Furthermore, Latino ELs perform better longitudinally in both subjects when in bilingual programs than their Chinese EL counterparts. We find no differences in program effectiveness by ELs' initial English proficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01