Reading and Mathematics Differences for English Language Learners Enrolled in Dual Language or Exit Programs

Oct 15, 2026

Uploaded by Mimi

Investigation examines how bilingual education program type affects English Language Learner reading and mathematics performance. Data were collected from English Language Learners in Texas public schools in Grades 3 to 6 across the 2008–2009, 2009–2010, and 2010–2011 school years. Across 24 analyses, learners attending dual language programs scored consistently higher than those enrolled in exit programs. As grade level increased from Grade 3 to Grade 6, achievement gaps widened in both reading and mathematics.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Legal and policy context for English Language Learners

Definitions and classification of bilingual education programs

Program goals: transitional bilingual education

Relationship between program type and academic outcomes

Reading and Mathematics Differences for English Language Learners Enrolled in Dual Language or Exit Programs By Julia D. Trevino Mendez 􀀍 John R. Slate† Cynthia Martinez-Garcia‡ In this investigation, the relationship between bilingual education program type (i.e., dual language programs or exit programs) and English Language Learner reading and mathematics test scores was examined. Data were obtained on English Language Learners who were enrolled in Grades 3, 4, 5, and 6 in Texas public schools for the 2008-2009, 2009-2010, and 2010-2011 school years. In all 24 analyses, the reading and mathematics scores of English Language Learners who attended a dual language program were consistently higher than the scores of the English Language Learners who were enrolled in an exit program. As grade level increased from Grade 3 to Grade 6, the achievement gap in reading and in mathematics between dual language and exit programs also increased. Keywords: bilingual education program, dual language program, exit program. Introduction Educators have been faced the challenge of having to instruct students with linguistic and cultural differences for a long time (Yturriago & Garcia, 2014) . A lengthy and turbulent educational and legal history lies behind the integration of English Language Learners into the U.S. educational system, including legal and political decisions regarding the adequacy and availability of language acquisition programs for English Language Learners (Flores, Batalova, & Fix, 2012) . Thus, federal law requires the provision of adequate English language development support for English Language Learners, as well as an annual proficiency assessment (Samson & Collins, 2012) . According to the Texas Administrative Code (2012, p. 1), "the terms English language learner and limited English proficient student are used interchangeably". Statistically significant differences have been documented in the test scores of English Language Learners by ethnic/racial classification; with Asian students constituting the highest performing English Language Learners, followed by White students. Black and Hispanic English Language Learners are the lowest performing groups (Flores, Batalova, & Fix, 2012) . High school graduation rates of Hispanic English Language Learners, 53.2%, 􀀍 Assistant Principal, Spence Elementary School, USA. † Professor, Sam Houston State University, USA. ‡ Associate Professor, Sam Houston State University, USA. [https://doi.org/10.30958/aje.4-2-1](https://doi.org/10.30958/aje.4-2-1) doi=10.30958/aje.4-2-1 are statistically significantly lower than graduation rates of White English Language Learners, 75%(Ortiz, Pagan, Warford, & Wendell, 2009) . In 2010, President Barack Obama published a Blueprint for Reauthorization of the Elementary and Secondary Education Act. In this document, President Obama acknowledged his commitment to providing equity of opportunity for English Language Learners. He also recognized the responsibility of America’s schools of meeting the educational needs of this group of students. In this document, President Obama perceived the importance of the utilization of an evaluation system of the educational programs regarding language instruction. To meet the educational needs of minority language students, different modalities of bilingual education programs have been developed over time. Cazden and Snow (1990) referred to the term bilingual education as "a simple label for a complex phenomenon" (p. 9) . According to Baker (2006), "the term [is] ambiguous and imprecise" (p. 192) . The Commissioner’s Rules (Chapter 89) regarding Adaptations for Special Populations; Subchapter BB Concerning State Plan for Educating English Language Learners ascertained that: The bilingual education program shall be a full-time program of instruction in which both the students' home language and English shall be used for instruction. The amount of instruction in each language within the

FAQs

How does bilingual program type relate to English Language Learners’ reading and mathematics scores?

Across all analyses, English Language Learners in dual language programs scored higher in both reading and mathematics than those in exit programs.

Which grades and school years were included in the study?

The study analyzed Grades 3 to 6 in Texas public schools during the 2008–2009, 2009–2010, and 2010–2011 school years.

What happens to the achievement gap from Grade 3 to Grade 6?

The achievement gap between dual language and exit programs increases as students progress from Grade 3 to Grade 6 in both reading and mathematics.

Oct 15, 2026

Uploaded by Mimi