Reading and Mathematics Differences for English Language Learners Enrolled in Dual Language or Exit Programs

Autor/inn/en	Mendez, Julia D. Trevino; Slate, John R.; Martinez-Garcia, Cynthia
Titel	Reading and Mathematics Differences for English Language Learners Enrolled in Dual Language or Exit Programs
Quelle	In: Athens Journal of Education, 4 (2017) 2, S.105-121 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Bilingual Education Programs; Program Descriptions; English (Second Language); Second Language Learning; English Language Learners; Mathematics Tests; Reading Tests; Scores; Elementary School Students; Public Schools; Outcomes of Education; Achievement Gap; Reading Achievement; Mathematics Achievement; Comparative Analysis; Teaching Methods; Language of Instruction; Immersion Programs; Transitional Programs; Texas; Texas Essential Knowledge and Skills + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lesetest; Public school; Öffentliche Schule; Lernleistung; Schulerfolg; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Immersionsprogramm
Abstract	In this investigation, the relationship between bilingual education program type (i.e., dual language programs or exit programs) and English Language Learner reading and mathematics test scores was examined. Data were obtained on English Language Learners who were enrolled in Grades 3, 4, 5, and 6 in Texas public schools for the 2008-2009, 2009-2010, and 2010-2011 school years. In all 24 analyses, the reading and mathematics scores of English Language Learners who attended a dual language program were consistently higher than the scores of the English Language Learners who were enrolled in an exit program. As grade level increased from Grade 3 to Grade 6, the achievement gap in reading and in mathematics between dual language and exit programs also increased. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01