文章基本信息

标题：Reading and Mathematics Differences for English Language Learners Enrolled in Dual Language or Exit Programs
本地全文：下载
作者：Julia D. Trevino Mendez ; John R. Slate ; Cynthia Martinez-Garcia 等
期刊名称：Athens Journal of Education
电子版ISSN：2241-7958
出版年度：2017
卷号：4
期号：2
页码：102-122
DOI：10.30958/aje.4-2-1
语种：English
出版社：Athens Institute for Education and Research
摘要：In this investigation, the relationship between bilingual education program type (i.e., dual language programs or exit programs) and English Language Learner reading and mathematics test scores was examined. Data were obtained on English Language Learners who were enrolled in Grades 3, 4, 5, and 6 in Texas public schools for the 2008-2009, 2009-2010, and 2010-2011 school years. In all 24 analyses, the reading and mathematics scores of English Language Learners who attended a dual language program were consistently higher than the scores of the English Language Learners who were enrolled in an exit program. As grade level increased from Grade 3 to Grade 6, the achievement gap in reading and in mathematics between dual language and exit programs also increased.