Content area
Purpose
The first purpose of this journal-ready dissertation was to investigate the extent to which differences were present in academic achievement of English Language Learners who were enrolled in one of the following biliteracy program models: the dual language immersion/one-way program and the dual language immersion/two-way program. A second purpose of this journal-ready dissertation was to ascertain the extent to which differences were present in academic achievement of English Language Learners who attended a dual language immersion program or a transition bilingual education program. The third purpose of this journal-ready dissertation was to determine the extent to which differences were present in academic achievement between English Language Learners who received bilingual services and English Language Learners who did not receive any bilingual services.
Methodology
Archival data from the Texas Education Agency Public Education Information Management System were obtained for students in Grades 3 through 6 for the 2008-2009, 2009-2010, and 2010-2011 school years. Data that were obtained were: grade level, English Language Learner status, enrollment in bilingual education program type, and state-mandated test scores in reading and mathematics. To determine the extent to which trends were present, data for each school year and for each grade level were analyzed independently and later compared.
Findings
Of the 72 total statistical analyses conducted in this investigation, English Language Learners attending two-way dual language education programs performed better than English Language Learners in other types of bilingual education programs (i.e., one-way dual language programs, transitional early-exit bilingual programs, and transitional late-exit bilingual programs) and/or than English Language Learners who received no bilingual education services. As such, results were supportive of two-way dual language education programs The achievement gap between English Language Learners attending a two-way dual language program and English Language Learners enrolled in the other types of bilingual education programs and/or English Language Learners receiving no bilingual education services increased as the grade level increased (i.e., Grades 3 through 6). Students enrolled in two-way dual language education outperformed students who were enrolled in one-way dual language education. Furthermore, students enrolled in dual language education outperformed students who were enrolled in exit programs.
KEY WORDS: Biliterate education programs, Bilingual education programs, One-way dual language program, Two-way dual language program, Transitional early-exit bilingual program, Transitional late-exit bilingual program, English Language Learners