Evaluating Reading Assessment Results Measuring the Performance Trajectory of Elementary Latinx Bilinguals in Dual Language

• In Event: From District Leaders to Classroom Discourse: Policies and Practices in Multilingual Learner Education

Abstract

This research examined if implementing a One-Way Dual Language Education Program resulted in positive outcomes on the reading performance of Latinx bilinguals as indicated by the State of Texas Assessment of Academic Readiness (STAAR) standardized assessment. It aimed to investigate the possible impact the one-way DLE program may have on BLs reading assessment scores compared to other ELs in Texas. The STAAR reading scores in both English and Spanish of over 1100 bilingual learners were analyzed and found that the bilingual students in the dataset demonstrated a positive trajectory in the mean scale scores as they progressed through elementary grades. The results provide a significant contribution to the research supporting the effectiveness of DLE programs, especially for Latinx bilingual learners.

Authors

• Isela Almaguer, University of Texas - Rio Grande Valley

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