ERIC Number: EJ1084502
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Effectiveness of Four Instructional Programs Designed to Serve English Learners
Valentino, Rachel A.; Reardon, Sean F.
Educational Evaluation and Policy Analysis, v37 n4 p612-637 Dec 2015
This article investigates the differences in academic achievement trajectories from elementary through middle school among English Learner (EL) students in four different instructional programs: English Immersion (EI), Transitional Bilingual (TB), Developmental Bilingual (DB), and Dual Immersion (DI). Comparing students with the same parental preferences but who attend different programs, we find that the English Language Arts (ELA) test scores of ELs in all bilingual programs grow at least as fast as, if not faster than, those in EI. The same is generally true of math, with the exception of DB programs, where average student scores grow more slowly than those of students in EI. Furthermore, Latino ELs perform better longitudinally in both subjects when in bilingual programs than their Chinese EL counterparts. We find no differences in program effectiveness by ELs' initial English proficiency.
Descriptors: Program Effectiveness, English Language Learners, Language Proficiency, Longitudinal Studies, Scores, Hispanic American Students, Bilingual Education Programs, Chinese Americans, Academic Achievement, Elementary School Students, Middle School Students, Immersion Programs, Comparative Analysis, Parent Attitudes, English, Language Arts, Achievement Gains, Mathematics Achievement, Models, Program Design, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes