A Longitudinal Study of Language Minority Students' Academic Achievement and Transitional Bilingual Education Program Effectiveness on Mainstream Education
Austin, Yvonne
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Permalink
https://hdl.handle.net/2142/80310
Description
Title
A Longitudinal Study of Language Minority Students' Academic Achievement and Transitional Bilingual Education Program Effectiveness on Mainstream Education
Author(s)
Austin, Yvonne
Issue Date
1999
Doctoral Committee Chair(s)
Rodgers, Frederick A.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Elementary
Language
eng
Abstract
Data from interviews, classroom observations, school records, questionnaires, and surveys were analyzed. Findings were (a) math achievement ranged from 3.2 at grade 3 in 1993 to 10.5 at grade 8 in 1998 for the 50 bilingual students; (b) reading achievement ranged from 2.9 at grade 3 in 1993 to 10.0 at grade 8 in 1998 for the 50 bilingual students; (c) reading emerged as the most preferred activity; library usage least preferred; (d) reading achievement was a significant correlate of the bilingual students' attitudes toward total self; and (e) students' reading achievement was a significant correlate to the number of children in the family, the parents' language used at work, and the degree to which the parents studied the English language before entering the United States. The findings also suggest that mainstream education can be an enriching and successful experience if certain predictors of academic success are present.
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