文章基本信息

标题：English Language Learner Boys and Girls Reading and Math Achievement as a Function of Early-Exit and Late-Exit Bilingual Programs: A Multiyear, Statewide Analysis
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作者：Rosa Maria Martinez ; John R. Slate ; Cynthia Martinez-Garcia 等
期刊名称：Education Research International
印刷版ISSN：2090-4002
出版年度：2014
卷号：2014
DOI：10.1155/2014/508459
出版社：Hindawi Publishing Corporation
摘要：We examined the reading and math performance of English Language Learner boys and girls in Grades 3, 4, 5, and 6 as a function of early-exit or late-exit transitional bilingual education program. Texas Assessment of Knowledge and Skills Reading and Mathematics scores of all English Language Learner boys and girls who were enrolled in either early-exit or late-exit bilingual education programs were analyzed for the 2008-2009, 2009-2010, and 2010-2011 school years. Results were not consistent across reading and math, across the 4 grade levels, and across the 3 school years. On the TAKS Reading test, 5 instances were present in which statistically significant differences were revealed for boys and 11 for girls. On the TAKS Mathematics test, 8 statistically significant results were revealed for boys and 6 for girls. These statistically significant differences were not consistently in favor of either the early-exit or the late-exit bilingual education programs. Moreover, the differences that were present reflected small to trivial effect sizes. As such, neither the early-exit nor the late-exit bilingual education program was demonstrated to be more effective than its counterpart.