NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ882950
Record Type: Journal
Publication Date: 2010-Jan
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1367-0050
Achievement in Predominantly Low SES/Hispanic Dual Language Schools
Lindholm-Leary, Kathryn; Block, Nicholas
International Journal of Bilingual Education and Bilingualism, v13 n1 p43-60 Jan 2010
The purpose of this study is to examine how 659 Hispanic students in dual language programs in segregated or predominantly Hispanic/low socio-economic status (SES) schools are performing on standardized tests compared to school and statewide comparison groups. Test results are presented from two separate studies of English language learner and native English-speaking Hispanic students in four schools. Data are consistent in showing that Hispanic students participating in dual language programs in predominantly Hispanic/low SES schools achieve at similar or higher levels compared to their mainstream peers in tests of English. In addition, students achieve above grade level in assessments in Spanish. This study affirms the versatility of the dual language program for this increasingly common educational context. (Contains 4 tables, 2 figures and 5 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards