Quantitative data examined the effectiveness of a Two Way Bilingual Immersion program on the biliteracy and academic achievement of elementary English learners in southern California. Scores from the California Standards Test (CST) for language arts and mathematics were used to compare the effects of a bilingual curriculum on Hispanic English learners and Hispanic English Only Speakers. English learners' average group scores increased significantly; average group scores for English Only Students' decreased. The Standards Test in Spanish (STS) scores indicate English learners' gains in biliteracy development. These notable academic outcomes evidence the importance of Two Way Bilingual Immersion program for English learners.
","abstract_html":"<p>Quantitative data examined the effectiveness of a Two Way Bilingual Immersion program on the biliteracy and academic achievement of elementary English learners in southern California. Scores from the California Standards Test (CST) for language arts and mathematics were used to compare the effects of a bilingual curriculum on Hispanic English learners and Hispanic English Only Speakers. English learners' average group scores increased significantly; average group scores for English Only Students' decreased. The Standards Test in Spanish (STS) scores indicate English learners' gains in biliteracy development. These notable academic outcomes evidence the importance of Two Way Bilingual Immersion program for English learners.</p>","abstract_has_math":false,"creators":["McCray, Joanna Rachel"],"institution":null,"degree_name":"Master of Arts in Education","degree_level":"Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["María V. Balderrama"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-06-01T07:00:00Z","date_published":"2015-06-01T07:00:00Z","updated_at":"2026-07-24T01:52:45Z","subjects":["bilingual","biliteracy","English learners","standardized testing","dual immersion","two-way","Bilingual, Multilingual, and Multicultural Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.lib.csusb.edu/etd/138","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["María V. Balderrama"]},{"key":"dc:creator","label":"Author","values":["McCray, Joanna Rachel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-05-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["bilingual","biliteracy","English learners","standardized testing","dual immersion","two-way","Bilingual, Multilingual, and Multicultural Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.lib.csusb.edu/etd/138"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Quantitative data examined the effectiveness of a Two Way Bilingual Immersion program on the biliteracy and academic achievement of elementary English learners in southern California. Scores from the California Standards Test (CST) for language arts and mathematics were used to compare the effects of a bilingual curriculum on Hispanic English learners and Hispanic English Only Speakers. English learners' average group scores increased significantly; average group scores for English Only Students' decreased. The Standards Test in Spanish (STS) scores indicate English learners' gains in biliteracy development. These notable academic outcomes evidence the importance of Two Way Bilingual Immersion program for English learners.
"]},{"key":"dc:title","label":"Title","values":["BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM"]}]}],"canonical_facts":{"dc:contributor":["María V. Balderrama"],"dc:creator":["McCray, Joanna Rachel"],"dc:date.available":["2015-05-07T07:00:00Z"],"dc:description.abstract":["Quantitative data examined the effectiveness of a Two Way Bilingual Immersion program on the biliteracy and academic achievement of elementary English learners in southern California. Scores from the California Standards Test (CST) for language arts and mathematics were used to compare the effects of a bilingual curriculum on Hispanic English learners and Hispanic English Only Speakers. English learners' average group scores increased significantly; average group scores for English Only Students' decreased. The Standards Test in Spanish (STS) scores indicate English learners' gains in biliteracy development. These notable academic outcomes evidence the importance of Two Way Bilingual Immersion program for English learners.
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