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Peer reviewedRossell, Christine H. – Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 1992
Critiques the Ramirez et al. study of bilingual programs for its serious research flaws. Calls into question the findings of no consistent difference in the achievement of language-minority children regardless of how much Spanish or English is used in instruction. Proposes a reanalysis of the Ramirez data. (KS)
Descriptors: Academic Achievement, Bilingual Education, English (Second Language), Immersion Programs
Peer reviewedDolson, David P.; Mayer, Jan – Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 1992
Reviews the reported findings and implications of the Ramirez et al. study. Examines the validity of the operational definitions of the program types and the degree of implementation of the models. Discusses the seven major findings of the study, and some possibly misleading conclusions. (KS)
Descriptors: Academic Achievement, Bilingual Education Programs, Elementary Education, English (Second Language)
Download full textWright, Wayne E.; Pu, Chang – Education Policy Research Unit, 2005
This report reveals the problems with claims made by Arizona state public education officials that English Language Learners (ELLs) are thriving under English-only instruction. The No Child Left Behind Act of 2001 (NCLB) and the state's accountability system, Arizona LEARNS, require all students, including ELLs, to participate in statewide…
Descriptors: State Legislation, Educational Legislation, Language of Instruction, Immersion Programs
