[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584888-105":59,"doc-detail-584888-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","dual-language-bilingual-program-evaluation-report-2021-2022","Dual Language Bilingual Program Evaluation Report 2021-2022","","Evaluation of Houston Independent School District’s Dual Language Bilingual Program for 2021-2022 examines academic progress and language outcomes for emergent bilingual students and performance for native English speakers enrolled in the program. The report summarizes statewide STAAR 3-8 and STAAR EOC results, TELPAS English proficiency, and comparative passing-rate patterns versus district and other bilingual programs. It also outlines program structure and addresses attendance and discipline topics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dual-language-bilingual-program-evaluation-report-2021-2022/584888/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dual-language-bilingual-program-evaluation-report-2021-2022/584888.png","ImageObject",300,407,{"name":92,"@type":93},"Sophia Brooks","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the Dual Language Bilingual Program (DL) described in the report?","Question",{"text":112,"@type":113},"The program is intended to integrate emergent bilinguals into the regular curriculum while ensuring equal educational opportunities and promoting biliteracy and bilingualism for both emergent bilinguals and native English speakers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which assessment results does the evaluation report emphasize for 2021–2022?",{"text":117,"@type":113},"The report emphasizes statewide assessment outcomes including STAAR 3–8, STAAR EOC, and TELPAS, comparing DL students with other bilingual program students and district performance.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the key findings say about DL student performance compared with other bilingual programs?",{"text":121,"@type":113},"Key findings state that current DL students performed better than students in other bilingual programs on reading and mathematics in the Spanish STAAR 3–8 and showed higher English STAAR passing rates in both subjects, with differing patterns in mathematics.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584888,1792061800,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","MEMORANDUM October 24 , 2022  \nTO: Sonya Monreal  \nExecutive Director, Multilingual Programs  \nFROM: Allison Matney, Ed. D.  \nExecutive Officer, Research and Accountability  \nSUBJECT: DUAL LANGUAGE PROGRAM EVALUATION REPORT 2022  \nThe Texas Education Code (§ 29 .051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. Attached is the evaluation report summarizing the performance of students who participated in the district’s Dual Language Bilingual Program. Included are findings from statewide assessments of academic achievement for all students classified as emergent bilinguals ( EBs) who participated in the Dual Language program in 2021–2022. Thereport also includes performance results for fluent English-speakers enrolled in the Dual Language program.  \nKey findings include:  \n• A total of 6,395 EL students participated in the Dual Language program in 2021–2022 , and it was offered at 42 campuses.  \n• Current Dual Language students performed better than other bilingual students in reading and mathematics on the Spanish STAAR 3-8 in 2022. On the English STAAR they were higher in reading than other bilingual students but were lower in mathematics.  \n• Dual Language students had higher English STAAR passing rates than the district in both reading and mathematics. Other bilingual students had a lower passing rate than the district in reading but were higher in mathematics.  \n• Students who used to be in the Dual Language program but who had been reclassified as non-EB did better than the district average in the reading and mathematics tests of the STAAR and were equal to those who exited from other bilingual programs in reading.  \n• On the STAAR EOC, reclassified Dual Language students did better than the district average in all subjects and also did better than students who had exited other bilingual programs in all subjects except U.S. History.  \n• Dual Language students had higher overall English proficiency as indicated by scores on the TELPAS assessment.  \n• Finally, English-speaking students in the Dual Language program showed evidence for full bilingualism and biliteracy , with higher passing rates on both Spanish and English STAAR.  \nFurther distribution of this report is at your discretion. Should you have any further questions, please contact me at 713-556-6700.  \nAEM  \nAttachment  \ncc: Millard L. House II Shawn Bird, Ed. D. Khechara Bradford  \nH o u s t o n I n d e p e n d e n t S c h o o l D i s t r i c t  \nRESEARCH  \nEducational Program Report  \nDual Language Bilingual Program Evaluation Report 2021 – 2022  \nHouston Independent School District  \nHattie Mae White Educational Support Center 4400 West 18th StreetHouston, Texas 77092-8501  \n[www.HoustonISD.org](www.HoustonISD.org)  \nIt is the policy of the Houston Independent School District not to discriminate on the basis of age, color, handicap or disability, ancestry, national origin, marital status, race, religion, sex, veteran status, political affiliation, sexual orientation, gender identity and/or gender expression in its educational or employment programs and activities.  \n2022 Board of Education  \nJudith Cruz  \nPresident  \nElizabeth Santos  \nFirst Vice President  \nKathy Blueford-Daniels  \nSecond Vice President  \nSusan Deigaard  \nSecretary  \nMyrna Guidry  \nAssistant Secretary  \nPatricia Allen, Ed.D.  \nKendall Baker, D.D. Dani Hernandez Bridget Wade  \nMillard L. House II  \nSuperintendent of Schools  \nAllison Matney, Ed.D.  \nExecutive Officer  \nDepartment of Research and Accountability  \nKevin Briand, Ph.D.  \nSenior Research Specialist  \nVenita Holmes, Dr.P.H.  \nResearch Manager  \nDual-Language Bilingual Program Evaluation 2021–2022  \nExecutive Summary  \nProgram Description  \nThe dual-language bilingual program in the Houston Independent School District (HISD) is intended to facilitate emergent bilinguals 1 (EBs) integration into the regular s","cbCaifAzl3SNwpOb","https://ap.wps.com/l/cbCaifAzl3SNwpOb","pdf",2737157,28,"English","# Executive Summary\n## Program Description\n## Evaluation Topics\n## Highlights","[{\"question\":\"What is the purpose of the Dual Language Bilingual Program (DL) described in the report?\",\"answer\":\"The program is intended to integrate emergent bilinguals into the regular curriculum while ensuring equal educational opportunities and promoting biliteracy and bilingualism for both emergent bilinguals and native English speakers.\"},{\"question\":\"Which assessment results does the evaluation report emphasize for 2021–2022?\",\"answer\":\"The report emphasizes statewide assessment outcomes including STAAR 3–8, STAAR EOC, and TELPAS, comparing DL students with other bilingual program students and district performance.\"},{\"question\":\"What do the key findings say about DL student performance compared with other bilingual programs?\",\"answer\":\"Key findings state that current DL students performed better than students in other bilingual programs on reading and mathematics in the Spanish STAAR 3–8 and showed higher English STAAR passing rates in both subjects, with differing patterns in mathematics.\"}]","Dual Language Bilingual Program Evaluation Report 2021-2022 | PDF",1792052835,71]