A COMPARISON OF THE TWO WAY DUAL AND DEVELOPMENTAL BILINGUAL PROGRAMS ON TAKS READING ACHIEVEMENT: IMPLICATIONS FOR SCHOOL LEADERS
type: CreativeWork
description: The achievement gap between English language learners (ELLs) and English only students has been documented for decades. A study of the National Assessment of Education Progress in 2005 highlighted a 46% gap between English language learners and English-only students (NCES, 2006). With the Hispanic population growing at a rapid pace, meeting the needs of English language learners is essential. The study includes a sample of 147 students in the 5th grade who are identified as Limited English Proficient and were receiving services from either a Two Way Dual or a Developmental Bilingual Program. The sample will include the following 5th grade students who meet the following conditions: (a) students continuously enrolled in the district during the 2010-2011 school year, either in Two Way Dual or Developmental program, (b) who have been tested on the 2010 and 2011 TAKS reading test, (c) non-English language students who have been tested on the 2010 and 2011 TAKS reading test, (d) who have not been retained and (e) who did not receive special education services. The data for the 2010-2011 reading TAKS 5th grade test were retrieved from the research department of the study District. The study used an Analysis of Variance (ANOVA) to compare the means of the dependent variable (2011 TAKS Reading Test) in the independent variables three groups (Two Way Bilingual Program, Developmental Bilingual Program and the non-ELL program) and their impact at the fifth grade reading levels. The study used Chi Square analysis with Bonferroni Alpha Adjustment test to determine if there were significant differences with the dependent variable (2011 TAKS Reading Test) in students meeting the passing standard for the independent variables three groups (Two Way Bilingual Program, Developmental Bilingual Program and the non-ELL program). The Statistical Package for the Social Sciences (SPSS) version XXI was used to process and analyze the achievement data. The study will provide district administ…
abstract: The achievement gap between English language learners (ELLs) and English only students has been documented for decades. A study of the National Assessment of Education Progress in 2005 highlighted a 46% gap between English language learners and English-only students (NCES, 2006). With the Hispanic population growing at a rapid pace, meeting the needs of English language learners is essential. The study includes a sample of 147 students in the 5th grade who are identified as Limited English Proficient and were receiving services from either a Two Way Dual or a Developmental Bilingual Program. The sample will include the following 5th grade students who meet the following conditions: (a) students continuously enrolled in the district during the 2010-2011 school year, either in Two Way Dual or Developmental program, (b) who have been tested on the 2010 and 2011 TAKS reading test, (c) non-English language students who have been tested on the 2010 and 2011 TAKS reading test, (d) who have not been retained and (e) who did not receive special education services. The data for the 2010-2011 reading TAKS 5th grade test were retrieved from the research department of the study District. The study used an Analysis of Variance (ANOVA) to compare the means of the dependent variable (2011 TAKS Reading Test) in the independent variables three groups (Two Way Bilingual Program, Developmental Bilingual Program and the non-ELL program) and their impact at the fifth grade reading levels. The study used Chi Square analysis with Bonferroni Alpha Adjustment test to determine if there were significant differences with the dependent variable (2011 TAKS Reading Test) in students meeting the passing standard for the independent variables three groups (Two Way Bilingual Program, Developmental Bilingual Program and the non-ELL program). The Statistical Package for the Social Sciences (SPSS) version XXI was used to process and analyze the achievement data. The study will provide district administ…
author: Olivares, Josefa G. 1976-
language: eng
keywords: English language learners, Two Way Dual, Developmental Bilingual Program, English as a second language, Bilingual programs, Hispanics, Spanish language
date published: 2013-05
date modified: 2026-07-24T02:32:24Z
provider: University of Houston
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Houston

PropertyValue
property ID: Handle
value: http://hdl.handle.net/10657/999