The purpose of this pilot study was to examine whether or not the length of time spent in a bilingual program had any effect on the academic achievement of students when they were placed in English-only classes. Six fifth grade Hispanic students and three classroom teachers participated in the study. Brief classroom observations were conducted. Testing results were collected for three different tests along with report card grades. All data were recorded and interpreted by the researcher. Narrative explanations were provided along with tables for clarification. Results indicated that although the majority of the subjects received passing report card grades, the Terra Nova test scores were below average, along with the NJASK testing results. Also, the English fluency assessment (MAC II) reported that only two of the six subjects passed the fifth grade test. Even though some trends were found, the application of the ANOVA indicated that there was no significant difference between the three groups of subjects who had been in the bilingual program for 2, 3 and 4 years in regard to their academic achievement in the English-only classes.
","abstract_html":"<p>The purpose of this pilot study was to examine whether or not the length of time spent in a bilingual program had any effect on the academic achievement of students when they were placed in English-only classes. Six fifth grade Hispanic students and three classroom teachers participated in the study. Brief classroom observations were conducted. Testing results were collected for three different tests along with report card grades. All data were recorded and interpreted by the researcher. Narrative explanations were provided along with tables for clarification. Results indicated that although the majority of the subjects received passing report card grades, the Terra Nova test scores were below average, along with the NJASK testing results. Also, the English fluency assessment (MAC II) reported that only two of the six subjects passed the fifth grade test. Even though some trends were found, the application of the ANOVA indicated that there was no significant difference between the three groups of subjects who had been in the bilingual program for 2, 3 and 4 years in regard to their academic achievement in the English-only classes.</p>","abstract_has_math":false,"creators":["Pritchard, Karen"],"institution":null,"degree_name":"M.A. in Elementary School Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Molinari, Louis"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-05-31T07:00:00Z","date_published":"2005-05-31T07:00:00Z","updated_at":"2026-07-24T04:13:58Z","subjects":["Education, Bilingual; Fifth grade (Education)","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1065","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Molinari, Louis"]},{"key":"dc:creator","label":"Author","values":["Pritchard, Karen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-18T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Elementary School Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Bilingual; Fifth grade (Education)","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1065"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this pilot study was to examine whether or not the length of time spent in a bilingual program had any effect on the academic achievement of students when they were placed in English-only classes. Six fifth grade Hispanic students and three classroom teachers participated in the study. Brief classroom observations were conducted. Testing results were collected for three different tests along with report card grades. All data were recorded and interpreted by the researcher. Narrative explanations were provided along with tables for clarification. Results indicated that although the majority of the subjects received passing report card grades, the Terra Nova test scores were below average, along with the NJASK testing results. Also, the English fluency assessment (MAC II) reported that only two of the six subjects passed the fifth grade test. Even though some trends were found, the application of the ANOVA indicated that there was no significant difference between the three groups of subjects who had been in the bilingual program for 2, 3 and 4 years in regard to their academic achievement in the English-only classes.
"]},{"key":"dc:title","label":"Title","values":["A study of the academic achievement of fifth grade bilingual students in English-only classes"]}]}],"canonical_facts":{"dc:contributor":["Molinari, Louis"],"dc:creator":["Pritchard, Karen"],"dc:date.available":["2016-04-18T07:00:00Z"],"dc:description.abstract":["The purpose of this pilot study was to examine whether or not the length of time spent in a bilingual program had any effect on the academic achievement of students when they were placed in English-only classes. Six fifth grade Hispanic students and three classroom teachers participated in the study. Brief classroom observations were conducted. Testing results were collected for three different tests along with report card grades. All data were recorded and interpreted by the researcher. Narrative explanations were provided along with tables for clarification. Results indicated that although the majority of the subjects received passing report card grades, the Terra Nova test scores were below average, along with the NJASK testing results. Also, the English fluency assessment (MAC II) reported that only two of the six subjects passed the fifth grade test. Even though some trends were found, the application of the ANOVA indicated that there was no significant difference between the three groups of subjects who had been in the bilingual program for 2, 3 and 4 years in regard to their academic achievement in the English-only classes.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1065"],"dc:subject":["Education, Bilingual; Fifth grade (Education)","Elementary Education and Teaching"],"dc:title":["A study of the academic achievement of fifth grade bilingual students in English-only classes"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Elementary School Teaching"]},"updated_at":"2026-07-24T04:13:58Z"}