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Differences in Reading Staar Scores for English Learners: Analyzing Reading Performance Between Dual Language Two-Way and Content-Based English as a Second Language Bilingual Models.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Differences in Reading Staar Scores for English Learners: Analyzing Reading Performance Between Dual Language Two-Way and Content-Based English as a Second Language Bilingual Models./
Author:	Hernandez, Ariana.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	134 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
Contained By:	Dissertations Abstracts International82-07A.
Subject:	Education policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28153049
ISBN:	9798557023559

Differences in Reading Staar Scores for English Learners: Analyzing Reading Performance Between Dual Language Two-Way and Content-Based English as a Second Language Bilingual Models.
Hernandez, Ariana.

Differences in Reading Staar Scores for English Learners: Analyzing Reading Performance Between Dual Language Two-Way and Content-Based English as a Second Language Bilingual Models. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 134 p.

Source: Dissertations Abstracts International, Volume: 82-07, Section: A.

Thesis (D.Ed.)--Tarleton State University, 2020.

This item must not be sold to any third party vendors.

English learners are a significant student population in the American public education system that should be considered when proactively addressing the achievement gap in the United States. Fuel by immigration, the number of English learners enrolled in the United States has been growing at a rapid rate compared to their monolingual peers. In this study, the third grade reading State of Texas Assessments of Academic Readiness (STAAR) scores for the 2018-2019 school year were examined to identified potential differences students between passing and failing rates based on participation in the dual language two-way or content-based English as a second language programs. Data collection was associated with third grade students enrolled in dual language two-way or in content-based English as a second language programs for the 2018-2019 school year in a central Texas school district. The quantitative data utilized in the study was considered ex-post facto. In addition, data was analyzed according to gender, native language spoken at home, number of years in a United States school, and if students had siblings enrolled in school. Results indicated the passing/failing rates of the participants in the dual language two-way program was statistically significant on passing/failing rates on the third grade reading STAAR scores. Female English learners had a higher passing rate than males regardless of program participation. Additionally, results indicated that not having a sibling attend school was not statistically significant to pass/fail rates.

ISBN: 9798557023559Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

English language learners

Differences in Reading Staar Scores for English Learners: Analyzing Reading Performance Between Dual Language Two-Way and Content-Based English as a Second Language Bilingual Models.
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