A Longitudinal Study of Language Minority Students' Academic Achievement and Transitional Bilingual Education Program Effectiveness on Mainstream Education

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Austin, Yvonne

Contributors dc:contributor

• Rodgers, Frederick A.

• Education, Elementary

Language dc:language

eng

Identifier

(MiAaPQ)AAI9944786

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80310