Transitioning Multilingual Learners: What Evidence Suggests

• In Event: Roundtable Session 32
  In Roundtable Session: Immigrant Rights, Citizenship Status, and Language Policy

Abstract

Academic outcomes of English learners are examined through CRCT scores across grade levels, to determine if those who were monitored after being in Push In, or “Inclusion” classes had higher achievement across content areas than those in Pull Out or Sheltered classes. Previous analyses focused on the effects of these different program models on student test scores for the 2006/2007 school year. The current study focuses on data collected from the 2007/2008, 2008/2009, and 2009/2010 school years, which has drastically increased the number of students in our database and allowed us to test the effects of these models with larger datasets, and across time.

Authors

• Casey B. Nixon, University of Georgia

• Pedro R. Portes, University of Georgia

• Karen Samuelsen, University of Georgia