Navigating the Framework: Evaluating Program Placement for Secondary English Learners in Texas Schools
type: CreativeWork
description: Background: English learners (ELs) are among the fastest-growing student groups in the United States, yet persistent disparities in language proficiency and academic performance remain, particularly in Texas secondary schools. Despite extensive investment in bilingual and English as a Second Language (ESL) programs, student outcomes vary widely across districts, suggesting that contextual and programmatic factors influencing EL achievement are not fully understood. Purpose: This study examined patterns in EL outcomes across Texas secondary schools to determine how district urbanicity, program model, and contextual factors affect academic achievement, language proficiency, and reclassification. Specifically, the research addressed: (1) How do EL performance outcomes on the State of Texas Assessments of Academic Readiness (STAAR) Reading Language Arts (RLA) assessments vary across district urbanicity classifications? (2) What is the relationship between district-level programmatic and contextual factors with English learner reclassification rates? (3) How are English learners distributed across Texas English Language Proficiency Assessment System (TELPAS) proficiency levels, and what proportion demonstrates annual progress toward English proficiency? Methods: A quantitative descriptive design using archival data from the Texas Education Agency (2021–2025) analyzed statewide patterns in EL academic performance, reclassification, and proficiency. Data were disaggregated by district urbanicity, program type, and demographic characteristics. Results: Results showed significant performance gaps by district type, with rural districts underperforming urban and suburban peers on STAAR RLA assessments at higher proficiency levels. Dual Language Immersion programs yielded reclassification rates v more than 8 times higher than those of other models, while ESL and transitional bilingual programs demonstrated the lowest rates. TELPAS data revealed that although over half of second…
abstract: Background: English learners (ELs) are among the fastest-growing student groups in the United States, yet persistent disparities in language proficiency and academic performance remain, particularly in Texas secondary schools. Despite extensive investment in bilingual and English as a Second Language (ESL) programs, student outcomes vary widely across districts, suggesting that contextual and programmatic factors influencing EL achievement are not fully understood. Purpose: This study examined patterns in EL outcomes across Texas secondary schools to determine how district urbanicity, program model, and contextual factors affect academic achievement, language proficiency, and reclassification. Specifically, the research addressed: (1) How do EL performance outcomes on the State of Texas Assessments of Academic Readiness (STAAR) Reading Language Arts (RLA) assessments vary across district urbanicity classifications? (2) What is the relationship between district-level programmatic and contextual factors with English learner reclassification rates? (3) How are English learners distributed across Texas English Language Proficiency Assessment System (TELPAS) proficiency levels, and what proportion demonstrates annual progress toward English proficiency? Methods: A quantitative descriptive design using archival data from the Texas Education Agency (2021–2025) analyzed statewide patterns in EL academic performance, reclassification, and proficiency. Data were disaggregated by district urbanicity, program type, and demographic characteristics. Results: Results showed significant performance gaps by district type, with rural districts underperforming urban and suburban peers on STAAR RLA assessments at higher proficiency levels. Dual Language Immersion programs yielded reclassification rates v more than 8 times higher than those of other models, while ESL and transitional bilingual programs demonstrated the lowest rates. TELPAS data revealed that although over half of second…
author: Martinez Adams, Gloria 1988-
language: English
keywords: English Learners, Bilingual Education, Reclassification, Texas Secondary Schools, Program Effectiveness, ESL
date published: 2025-12
date modified: 2026-07-24T02:31:52Z
provider: University of Houston
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Houston

PropertyValue
property ID: Handle
value: https://hdl.handle.net/10657/20882