Comparison of the Effects of Bilingual Education Models on Emergent Bilinguals’ Performance on State Assessments

• In Event: AERA Roundtable Session Sunday 11:40 am Four Seasons Ballroom 2-3
  In Roundtable Session: Empowering Diverse Learners: Civic Development, Bilingual Education, and Latinidad (Table 1)

Abstract

Abstract. The purpose of this quantitative study was to examine results from the State of Texas Assessments of Academic Readiness (STAAR) Reading scores for Emergent Bilingual (EB) students in Transitional Bilingual Education (TBE) programs and those implementing Dual Language (DL) programs. The study utilized STAAR Reading rates from 2017-2019 for EBs. STAAR performance data for third through fifth grade in reading, obtained from the Texas Academic Performance Reports (TAPR), and showed that DL programs had better academic outcomes for EBs than those enrolled in early exit TBE programs.

Authors

• Jose Villalobos, Eagle Pass ISD

• Norma A. Guzman, Texas A&M University - Kingsville