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The relationship between the reading and math scores of male and female English learners and early and late leaving bilingual courses: a multi-year statewide analysis

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Document pages: 11 pages

Abstract: We examined the reading and math scores of English learners in grades 3, 4, 5 and 6 as a function of early or delayed withdrawal from the transitional bilingual education program. Texas analyzed the evaluation of knowledge and skills, reading and mathematics scores of all English learners who participated in early or late bilingual education courses in the Academic Years 2008-2009, 2009-2010 and 2010-2011. The results of reading and mathematics, fourth grade and three academic years were inconsistent. In the taks reading test, 5 cases showed significant statistical differences between boys and girls. In the taks math test, there are 8 statistically significant results: boys and 6 for girls. These statistically significant differences were not consistently in favor of either the early-exit or the late-exit bilingual education programs. Moreover, the differences that were present reflected small to trivial effect sizes. As such, neither the early-exit nor the late-exit bilingual education program was demonstrated to be more effective than its counterpart.

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