Achievement in predominantly low SES/Hispanic dual language schools

Abstract

The purpose of this study is to examine how 659 Hispanic students in dual language programs in segregated or predominantly Hispanic/low socio-economic status (SES) schools are performing on standardized tests compared to school and statewide comparison groups. Test results are presented from two separate studies of English language learner and native English-speaking Hispanic students in four schools. Data are consistent in showing that Hispanic students participating in dual language programs in predominantly Hispanic/low SES schools achieve at similar or higher levels compared to their mainstream peers in tests of English. In addition, students achieve above grade level in assessments in Spanish. This study affirms the versatility of the dual language program for this increasingly common educational context.

Keywords:

• bilingual education
• dual language immersion
• dual language program
• ELL
• ethnic minorities
• two-way immersion

Notes

1. The studies were conducted independently, with similar data already collected when the authors communicated and realized that their studies were similar and that a collaborated article with the results from both studies would be an important contribution to the research literature.

2. In California, students are designated as English Language Learners according to their home language and English language proficiency. If a language other than English is spoken at home, then the child is assessed using the CELDT, which is the English language assessment selected by the state to fulfill the legal requirements (California Ed Code 60810, 60812 and Federal, No Child Left Behind, Title III) of initially and annually testing English learners (EL). The CELDT has three primary purposes as follows: (1) identify students who are EL; (2) determine their level of English proficiency; and (3) assess their progress toward acquiring English proficiency. The CELDT covers four skill areas: listening, speaking, reading, and writing. CELDT results assign students to one of five proficiency levels: Beginning, Early Intermediate, Intermediate, Early Advanced, or Advanced. Students receive an individual proficiency level for each skill and an overall proficiency level.

3. It is important to remember that dual language fourth graders had only been receiving formal literacy instruction in English since third grade; thus, we expect that it may take some time for them to catch up to their peers in this language.

4. Using the Spanish achievement NCEs and the CST scale scores.

5. ELL students who have listening and speaking skills in Spanish but who are not taught to read in Spanish will normally not develop literacy skills in Spanish.