A quantitative comparison of the reading achievement of English learners in dual language and transitional bilingual programs

1. A Quantitative Comparison of the Reading
Achievement of Third Grade English
Learners in Dual Langauge and Transitional
Bilingual Programs
Shajaira P. López
Educational Leadership Doctoral Program
Dissertation Defense
May 26, 2016

2. Acknowledgements
◉ Dr. Vicki Gunther
◉ Dr. Carlos Azcoitia
◉ Dr. Jason Stegemoller
◉ Dr. Madi Philips
◉ Mr. Mauricio López

3. Overview
1. Statement of the Problem
2. Purpose of the Study
3. Research Questions
4. Literature Review
5. Hypotheses
6. Methodology
7. Findings
8. Discussion
9. Implications
10. Recommendation for Future Research
11. Conclusion

4. Statement of the Problem
The underperformance of English learners
(ELs) in Chicago Public Schools (CPS)

6. Purpose of the Study
To compare the reading achievement of third grade ELs
enrolled in dual language education (DLE) programs with
those enrolled in transitional bilingual education (TBE)
programs in order to determine which program is more
effective in improving the English reading proficiency of
third grade ELs in the CPS.

7. Research Questions
1. Is there a significant difference in the reading scores
of ELs on the ISAT between those enrolled in third
grade dual language education programs and those
enrolled in third grade transitional bilingual education
programs?
2. Is there a significant difference in the reading
proficiency levels of ELs on the ACCESS for ELLs
between those enrolled in third grade dual language
education programs and those enrolled in third grade
transitional bilingual education programs?

8. Let’s review some concepts
Cummins, 2000
Research has
continuously failed to
exhibit a significant
relationship between the
amount of English
instruction and the
development of grade-
level English proficiency.
Montes, 2005
Compared the
effectiveness of a DLE and
a TBE program in K-3 ELs.
Found no significant
relationship between the
amount of English
instruction and the level of
English proficiency.
Fralick, 2007
Compared the
effectiveness of DLE and
TBE on 4th grade ELs
continuously enrolled in
K-3 DLE and TBE
programs. No significant
difference found.
Trejo, 2015
No significant difference
between the reading
scores of native Spanish
speakers in DLE
programs and native
Spanish speakers in TBE
programs.
Nascimento, 2011
Concluded that K-3 ELs
who were continuously
enrolled in a DLE
program revealed higher
academic achievement
than the ELs in TBE
program.
Jonathan, Kim and
Franklin, 2012
No significant difference
in reading and oral
proficiency between K-3
ELs in DLE, TBE and SEI.
Literature Review

9. “By analyzing the results of curriculum based measures in the
areas of word decoding and overall reading comprehension,
this study shows that students who have been continuously
enrolled in a Dual Language: Two-Way Immersion Bilingual
Program reveal higher academic achievement than students
enrolled in an Early Exit, Transitional Bilingual program,
from kindergarten to third grade.
Nascimento, 2011, p. v

10. Hypotheses
1. There is a significantly higher mean reading score on
the ISAT for ELs enrolled in third grade dual language
education programs compared to those enrolled in
third grade transitional bilingual education programs.
2. There is a significantly higher mean score in the
reading proficiency levels on the ACCESS for ELLs for
third grade ELs enrolled in dual language education
programs compared to those enrolled in third grade
transitional bilingual education programs.

11. In two or three columns
SAMPLE
◉ DLE/TBE active in K-
3 during 2010-2014
◉ Level 1 and level 1+
◉ Similar location and
demographics
1. DLE1
2. DLE2
3. TBE1
4. TBE2
INSTRUMENTATION
◉ Individual ISAT
reading scale
scores
◉ Individual ACCESS
for ELLs reading
proficiency levels
DATA ANALYSIS
◉ Independent
sample t-tests
◉ P ≤ .05
Methodology

12. And tables to compare data
Hypothesis Group M SD n T
1
DLE 180.38 23.54 434
-1.702
TBE 183.04 25.655 568
2
DLE1 180.89 23.905 356
0.028
TBE1 180.84 25.583 474
3
DLE2 178.06 21.793 78
-4.65*
TBE2 194.12 23.139 94
Findings: Hypotheses 1 - 3
*Significant at p<.05

13. And tables to compare data
Hypothesis Group M SD n T
4
DLE 4.68 1.089 469
-3.009*
TBE 4.88 1.083 636
5
DLE1 4.655 1.0963 385
-1.987*
TBE1 4.801 1.0986 530
6
DLE2 4.818 1.0484 84
-3.35*
TBE2 5.292 0.903 106
Findings: Hypotheses 4 - 6
*Significant at p<.05

14. Additional Findings
Independent sample t-tests were carried out in
order to compare ISAT and ACCESS scores for:
1. DLE1 v. DLE2  No significant difference
2. TBE1 v. TBE2  Significantly different

15. Discussion
Why did ELs in TBE programs score
significantly higher?
◉ The goal is monolingualism
◉ TBE program structure
◉ Zone of Proximal Development
◉ Input Hypothesis

16. Discussion
Why are my results different from Trejo (2015),
Nascimento (2011), Fralick (2007), Jonathan,
Kim and Franklin (2012)?
1. Sample
- Type of schools chosen
- Confounding variables
2. Assessments
3. Program Structure

17. Implications
◉ CPS should create the opportunity for DLE and
TBE program administrators and teachers to
share their successes and strategies.
◉ CPS should collaborate with organizations that
can provide the needed research and
professional development needed to improve
the achievement of ELs in DLE programs—Illinois
Resource Center.
◉ ISBE should place more emphasis on results of
ACCESS for ELLs

18. Recommendations for Future Research
◉ A mixed methods study consisting of a longitudinal quantitative
comparative analysis of the reading proficiency of ELs in 3rd
through 6th grade in DLE1, DLE2, TBE1, and TBE2, and a qualitative
study that describes the practices of teachers and administrators
in the programs.
◉ A bilingual education program evaluation of TBE2 in order to
determine if the success of ELs in this school can be attributed to
the transitional bilingual education program.
◉ Program evaluations of DLE1 and DLE2 in order to determine the
extent to which each program implements dual language
education successfully.
◉ A longitudinal (K-12) quantitative analysis of the impact that dual
language program participation had on the language acquisition
and academic achievement of ELs that attended DLE1 and DLE2.

19. Conclusions
1. The findings of this study cannot be used to support
the assertion that DLE programs are capable of
providing ELs with the type of instruction that yield
higher reading test scores at the third grade level.
2. For a DLE program to yield higher results, it must be
well implemented and ELs must participate in it for at
least six years (Lindholm-Leary, 2005).
3. Unrecognized potential of TBE programs

20. Thanks!
Comments?

21. References
◉ Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual
Matters.
◉ Montes, J. (2005). A comparison of a dual language and a transitional bilingual program: Student achievement,
teacher preparation, and program organization. Retrieved from
http://library.aurora.edu/login?url=http://search.proquest.com/docview/305397319?accountid=26354
◉ Fralick, R. P. (2007). A comparative study of fourth-grade English-language learners who participated in a
transitional bilingual model, a dual bilingual model, or English-only instruction in a selected south Texas school
district. Retrieved from
http://library.aurora.edu/login?url=http://search.proquest.com/docview/304849921?accountid=26354
◉ Jonathan, N., Kim, L., & Franklin, M. (2012). Development of reading skills from K-3 in Spanish-speaking English
language learners following three programs of instruction. Reading and Writing, 25(2), 537-567.
◉ Lindholm-Leary, K. J. (2005). Review of research and best practices on effective features of dual language
education programs. San José: San José State University. Retrieved from http://www.lindholm-
leary.com/resources/review_research.pdf
◉ Nascimento, F. C. (2012). Differences in achievement between students enrolled in a transitional, early exit bilingual
program and in a dual language: Two-way immersion bilingual program: A pilot study. Fairleigh Dickinson
University, ProQuest Dissertations Publishing. 3497120.
◉ Trejo, M. A. (2015). Implications for dual language administrative leadership: A comparison of the English reading
achievement of third grade students among three instructional programs in a rural school district. Retrieved from
http://library.aurora.edu/login?url=http://search.proquest.com/docview/1739211763?accountid=26354