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Differences in Reclassified Fluent E...

Marquez, Catalina Claudia.

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Differences in Reclassified Fluent English Proficient Students' Academic Achievement between Dual Language and Structured English Immersion Programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Differences in Reclassified Fluent English Proficient Students' Academic Achievement between Dual Language and Structured English Immersion Programs./
Author:	Marquez, Catalina Claudia.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	138 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10787734
ISBN:	9780355851847

Differences in Reclassified Fluent English Proficient Students' Academic Achievement between Dual Language and Structured English Immersion Programs.
Marquez, Catalina Claudia.

Differences in Reclassified Fluent English Proficient Students' Academic Achievement between Dual Language and Structured English Immersion Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 138 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2018.

As school districts and policymakers continue to explore potential solutions to the growing achievement gap between English language learners (ELLs) and native-English speakers, many are looking to dual language programs (DL) as possible solutions. Dual language programs aim to develop biliteracy, bilingualism, and increase academic achievement. However, previous research studies have not investigated the academic achievement of ELLs once they reclassify. Therefore, the purpose of this quantitative casual-comparative study is to examine the academic achievement of Reclassified Fluent English Proficient (R-FEP) students in grades 3--5 participating in dual language and sheltered English immersion programs to examine whether potential differences vary between language programs. Additionally, the researcher investigated the academic achievement data by gender to discover if potential differences vary by gender. Participants included 201 DL students and 287 SEI students. Data from the 2016--2017 school year, which included CELDT, MAP math and reading, and SBAC ELA and math assessment scores were collected. The study was guided by the following research questions: How does the academic achievement compare between R-FEPs participating in DL and SEI language programs? What is the difference, if any, in the academic achievement between R-FEPs participating in DL and SEI language programs? and What is the difference, if any, in the academic achievement between female and male R-FEPs? Findings show that there are statistically significant differences in the mean assessment scores between language programs. Reclassified students enrolled in DL programs had higher mean scores across the assessments compared to students enrolled in SEI programs. The results also found no statistically significant difference in academic achievement by gender. This study is important to field of bilingual education as the results contribute valuable insights into the academic achievement of reclassified students. Investigating differences may help to determine which language program is more effective and supports academic achievement while beginning to close the achievement gap.

ISBN: 9780355851847Subjects--Topical Terms:

2122778
Bilingual education.

Differences in Reclassified Fluent English Proficient Students' Academic Achievement between Dual Language and Structured English Immersion Programs.
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