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Effect of the number of years of Bil...

Umana, Martha S.

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Effect of the number of years of Bilingual Education on Academic Success after Elementary School.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effect of the number of years of Bilingual Education on Academic Success after Elementary School./
Author:	Umana, Martha S.
Description:	125 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621571
ISBN:	9781303927614

Effect of the number of years of Bilingual Education on Academic Success after Elementary School.
Umana, Martha S.

Effect of the number of years of Bilingual Education on Academic Success after Elementary School. - 125 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ed.D.)--Walden University, 2014.

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

The academic performance of Hispanic students occupies the lowest stratum when compared to other student populations in the United States. This study examined the educational success of Hispanic students schooled through the bilingual educational program and those enrolled in monolingual classes. The conceptual framework combined the Communicative Competence Theorem and Interdependence Hypothesis. This ex post facto quantitative causal-comparative research explored the academic achievement of Hispanic students who attended a Texas school district. The research questions sought to establish a relationship between years of Hispanic students' attendance in the bilingual program and academic performance, and the relationship between academic achievement of Hispanic students receiving bilingual education and those receiving English only education. Reading and mathematics test scores were collected from 2,617 Hispanic students who represented the total population in the school district, and the mean scores were compared using an independent t test. Results indicated no significant difference among the standardized test scores of Hispanic students enrolled in the bilingual program, regardless of years of participation, and no difference between participation in the bilingual program and English-only program. These results indicated an imminent need for the improvement of bilingual education within this and other school districts' in order to provide Hispanic students with the education needed to promote positive social change throughout the nation.

ISBN: 9781303927614Subjects--Topical Terms:

2122778
Bilingual education.

Effect of the number of years of Bilingual Education on Academic Success after Elementary School.
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100 1 $a Umana, Martha S. $3 3173147
245 1 0 $a Effect of the number of years of Bilingual Education on Academic Success after Elementary School.
300 $a 125 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Diane Greene.
502 $a Thesis (Ed.D.)--Walden University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The academic performance of Hispanic students occupies the lowest stratum when compared to other student populations in the United States. This study examined the educational success of Hispanic students schooled through the bilingual educational program and those enrolled in monolingual classes. The conceptual framework combined the Communicative Competence Theorem and Interdependence Hypothesis. This ex post facto quantitative causal-comparative research explored the academic achievement of Hispanic students who attended a Texas school district. The research questions sought to establish a relationship between years of Hispanic students' attendance in the bilingual program and academic performance, and the relationship between academic achievement of Hispanic students receiving bilingual education and those receiving English only education. Reading and mathematics test scores were collected from 2,617 Hispanic students who represented the total population in the school district, and the mean scores were compared using an independent t test. Results indicated no significant difference among the standardized test scores of Hispanic students enrolled in the bilingual program, regardless of years of participation, and no difference between participation in the bilingual program and English-only program. These results indicated an imminent need for the improvement of bilingual education within this and other school districts' in order to provide Hispanic students with the education needed to promote positive social change throughout the nation.
590 $a School code: 0543.
650 4 $a Bilingual education. $3 2122778
650 4 $a English as a second language. $3 516208
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710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 75-09A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621571