English Language Learners’ Reading and Mathematics Achievement as a Function of Bilingual Education

Mendez Julia D. Trevino, Slate John R.* and Martinez-Garcia Cynthia

In this research study, the academic achievement (i.e. reading and mathematics) of English Language Learners in Texas public schools as a function of bilingual education program (i.e. bilingual services received to no services)for the 2008-2009, 2009-2010 and 2010-2011 school years was analyzed. In regard to mathematics scores, English Language Learners who received bilingual services consistently outperformed English Language Learners who did not receive bilingual services (i.e. 12 out of 12 analyses). English Language Learners’ reading scores were higher than non-English Language Learners’ scores in 11 of the 12 analyses. The average achievement gap (i.e. reading and mathematics) between the two types of bilingual education programs increased as the grade level increased (i.e. from Grade 3 to Grade 6).

Full Text

Disciplinary Alternative Education Program Placement and Academic Achievement by Student Gender and Ethnicity/Race

Henkel Brittney Lee, Slate John R.* and Martinez-Garcia Cynthia

The relationship of disciplinary alternative education program placement with the reading and mathematics achievement of Texas Grade 6, 7 and 8 White, Hispanic and Black boys and girls for the 2008-2009 and 2010-2011 school years was addressed in this study. Statistical analyses of statewide data provided by the Texas Education Agency Public Education Information Management system revealed the presence of statistically significant differences in the reading and mathematics performance of White, Hispanic and Black boys and girls who received a disciplinary alternative education program placement from their counterparts who did not receive such a disciplinary consequence. Similar to previous studies regarding in-school suspension and out-of-school suspension, mathematics performance was more adversely affected than was reading performance. Implications of these results are discussed.

Full Text