A Review: ACT Math/Reading Performances of English Language Learners in Transitional Bilingual Education/Dual Language Education Programs in a Texas School District

• In Event: Roundtable Session 49
  In Roundtable Session: Hispanic Research Issues: Higher Education

Abstract

This quantitative study tracked, compared, and analyzed the college readiness of two cohorts of Hispanic ELLs by examining Reading and Math scores on the national college entrance exam, ACT. One cohort was enrolled in the early-exit Transitional Bilingual (TB) program, while the other was enrolled in the two-way Dual Language (DL) program. The inferential statistics on the ACT examination found a statistically significant difference between the two comparison groups and complement the descriptive statistics. DL participants had a higher probability to be academically successful in Mathematics (15.2%) and Reading (41%) college-level courses when compared to the recommended ACT scores outlined in the Texas Uniform Admission Policy used to gauge college readiness in entering Freshmen (Texas Education Code § 51.803, 2011)

Authors

• Gina Garza-Reyna, Texas A&M University - Kingsville

• Jaya Goswami, Texas A&M University - Kingsville

• J. Joy Esquierdo, The University of Texas Rio Grande Valley