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dc.contributor.authorLacasse, Monica
dc.date.accessioned2022-07-12T19:44:19Z
dc.date.available2022-07-12T19:44:19Z
dc.date.created2014
dc.date.issued2014
dc.identifier.urihttps://dspace.carthage.edu/handle/20.500.13007/12561
dc.description.abstractThe purpose of this study was to analyze the effects of a dual language elementary school program on academic achievement at the end of fifth grade compared to similar peers in a general education program. In this study, quantitative data was collected and analyzed among four groups of students, all from dual language and general education programs: English learners, former English learners, native English speakers, and all students in both programs. Data were collected from the 2012-2013 school year from the Wisconsin Knowledge and Concepts Examination (WKCE) in the area of reading and from the Spring 2013 Measures of Annual Progress (MAP) Reading test. This researcher tested the hypotheses that students in a dual language program in three different elementary schools in a southern Wisconsin district would achieve higher on the WKCE and Spring 2013 MAP Reading tests than similar students in the general education program. The researcher used a series oft-tests to determine if English learners, former English learners, and native English speakers in a dual language program achieved higher than similar students in general education classrooms. An additional t-test was done to investigate if there was a difference in achievement among the total dual language and general education samples. Findings suggest that students in dual language programs achieve about the same or higher than similar students in general education classrooms, especially former English learners and native English speakers. No significant difference in achievement among the three samples was found, although the researcher did look at mean test scores and found dual language students had a higher mean score. Limitations impacting generalizability and internal validity, due to different sample sizes and program design outside of the researcher's control, are noted.en_US
dc.subjectlanguageen_US
dc.subjectelementaryen_US
dc.subjectdual languageen_US
dc.subjectelementaryen_US
dc.titleA Study of Dual Language Effectivenessen_US
dc.typeThesisen_US


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