Effectiveness of Four Instructional Programs Designed to Serve English Language Learners: Variation by Ethnicity and Initial English Proficiency

Autor/inn/en	Valentino, Rachel A.; Reardon, Sean F.
Titel	Effectiveness of Four Instructional Programs Designed to Serve English Language Learners: Variation by Ethnicity and Initial English Proficiency
Quelle	(2015), (53 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.3102/0162373715573310
Schlagwörter	Elementary School Students; Middle School Students; Academic Achievement; English Language Learners; English (Second Language); Program Effectiveness; Immersion Programs; Bilingual Education Programs; Language Tests; Comparative Analysis; Scores; Urban Schools; Language Arts; Hierarchical Linear Modeling; Models; Language Acquisition; Mathematics Achievement; Chinese; Spanish; Longitudinal Studies; Hispanic American Students; Chinese Americans; Parent Attitudes; Achievement Gains; Program Design; Statistical Analysis + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Immersionsprogramm; Language test; Sprachtest; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sprachkultur; Analogiemodell; Sprachaneignung; Spracherwerb; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; China; Chinesen; Spanisch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; USA; Elternverhalten; Achievement gain; Leistungssteigerung; Programme design; Programmaufbau; Programmplanung; Statistische Analyse
Abstract	This paper investigates the differences in academic achievement trajectories from elementary through middle school among English Learner students in four different instructional programs: English Immersion, Transitional Bilingual, Developmental Bilingual, and Dual Immersion programs. Comparing students with the same parental preferences but who attend different programs, we find that the ELA test scores of ELs in all bilingual programs grow at least as fast as, if not faster than those in English immersion. The same is generally true of math, with the exception of developmental bilingual programs, where average student scores grow more slowly than those of students in English immersion. Further, 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. The following are appended: (1) Early Childhood Development Inventory Analysis; and (2) Additional Tables with Complete Set of Models. [This article was published in "Educational Evaluation and Policy Analysis," v37 n4 p612-637 Dec 2015 (EJ1084502).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01