ERIC Number: EJ1209500
Record Type: Journal
Publication Date: 2019-Apr
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0002-8312
EISSN: N/A
Available Date: N/A
The Additive Advantage and Bilingual Programs in a Large Urban School District
Alvear, Sandra A.
American Educational Research Journal, v56 n2 p477-513 Apr 2019
The current study analyzes the relationship between elementary school reading achievement and participation in the following language acquisition programs--transitional bilingual, developmental, two-way bilingual immersion, and English immersion. With a focus on the achievement of Spanish-dominant English learners, the study uses multilevel models to examine Spanish and English reading outcomes for evidence of an "additive advantage" associated with programs that pursue full proficiency in students' home language and English. Set in a large urban school district in Texas, this research finds that participants in the most additive program, two-way, earned the highest Grade 5 English reading performance. In contrast, students in transitional and two-way programs demonstrated similar Spanish reading growth, and developmental students had significantly slower growth than transitional students.
Descriptors: Educational Benefits, Bilingual Education, Urban Schools, School Districts, Elementary School Students, Reading Achievement, Immersion Programs, English Language Learners, Hispanic American Students, Language Proficiency, Grade 5, Spanish
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A
Author Affiliations: N/A