Dual Language Program Evaluation, 2013-2014. Research Educational Program Report

Abstract

The Texas Education Code requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This report summarizes the performance of students who participated in the district's Dual Language Bilingual Program. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as English Language Learners (ELL) who participated in Dual Language program. In addition, the report includes performance results of fluent English-speakers enrolled in the Dual Language program. A total of 1,748 ELL students participated in the Dual Language program in 2013-2014. Results showed that current Dual Language students performed better than other bilingual students on almost all subjects of the STAAR (English version), EOC, and Stanford 10. Current Dual Language students showed declines in reading performance on both the STAAR and Stanford 10 compared to the previous year, but they performed better than all students districtwide in mathematics on the STAAR. Dual Language students had higher overall English proficiency, and showed more improvement, than did students in other bilingual programs. Students who used to be in the Dual Language program but who had exited ELL status did better than the district in all subjects of the STAAR, STAAR EOC, and Stanford 10. Finally, English-speaking students in the Dual Language program showed evidence for full bilingualism and biliteracy.