{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80310"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80310","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A Longitudinal Study of Language Minority Students' Academic Achievement and Transitional Bilingual Education Program Effectiveness on Mainstream Education","abstract":"Data from interviews, classroom observations, school records, questionnaires, and surveys were analyzed. Findings were (a) math achievement ranged from 3.2 at grade 3 in 1993 to 10.5 at grade 8 in 1998 for the 50 bilingual students; (b) reading achievement ranged from 2.9 at grade 3 in 1993 to 10.0 at grade 8 in 1998 for the 50 bilingual students; (c) reading emerged as the most preferred activity; library usage least preferred; (d) reading achievement was a significant correlate of the bilingual students' attitudes toward total self; and (e) students' reading achievement was a significant correlate to the number of children in the family, the parents' language used at work, and the degree to which the parents studied the English language before entering the United States. The findings also suggest that mainstream education can be an enriching and successful experience if certain predictors of academic success are present.","abstract_html":"Data from interviews, classroom observations, school records, questionnaires, and surveys were analyzed. Findings were (a) math achievement ranged from 3.2 at grade 3 in 1993 to 10.5 at grade 8 in 1998 for the 50 bilingual students; (b) reading achievement ranged from 2.9 at grade 3 in 1993 to 10.0 at grade 8 in 1998 for the 50 bilingual students; (c) reading emerged as the most preferred activity; library usage least preferred; (d) reading achievement was a significant correlate of the bilingual students' attitudes toward total self; and (e) students' reading achievement was a significant correlate to the number of children in the family, the parents' language used at work, and the degree to which the parents studied the English language before entering the United States. The findings also suggest that mainstream education can be an enriching and successful experience if certain predictors of academic success are present.","abstract_has_math":false,"creators":["Austin, Yvonne"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Rodgers, Frederick A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:29Z","date_published":"2015-09-25T19:56:29Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Education, Elementary"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9944786"],"render_values":[{"text":"(MiAaPQ)AAI9944786","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80310","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rodgers, Frederick A."]},{"key":"dc:creator","label":"Author","values":["Austin, Yvonne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:29Z","10000-01-01","1999"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Elementary"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80310","(MiAaPQ)AAI9944786"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Data from interviews, classroom observations, school records, questionnaires, and surveys were analyzed. Findings were (a) math achievement ranged from 3.2 at grade 3 in 1993 to 10.5 at grade 8 in 1998 for the 50 bilingual students; (b) reading achievement ranged from 2.9 at grade 3 in 1993 to 10.0 at grade 8 in 1998 for the 50 bilingual students; (c) reading emerged as the most preferred activity; library usage least preferred; (d) reading achievement was a significant correlate of the bilingual students' attitudes toward total self; and (e) students' reading achievement was a significant correlate to the number of children in the family, the parents' language used at work, and the degree to which the parents studied the English language before entering the United States. The findings also suggest that mainstream education can be an enriching and successful experience if certain predictors of academic success are present.","Made available in DSpace on 2015-09-25T19:56:29Z (GMT). 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Findings were (a) math achievement ranged from 3.2 at grade 3 in 1993 to 10.5 at grade 8 in 1998 for the 50 bilingual students; (b) reading achievement ranged from 2.9 at grade 3 in 1993 to 10.0 at grade 8 in 1998 for the 50 bilingual students; (c) reading emerged as the most preferred activity; library usage least preferred; (d) reading achievement was a significant correlate of the bilingual students' attitudes toward total self; and (e) students' reading achievement was a significant correlate to the number of children in the family, the parents' language used at work, and the degree to which the parents studied the English language before entering the United States. The findings also suggest that mainstream education can be an enriching and successful experience if certain predictors of academic success are present.","Made available in DSpace on 2015-09-25T19:56:29Z (GMT). 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