Examining the Success of Bilingual Students Exited from a Bilingual Program
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The purpose of this study was to investigate the academic success of students who were exited from a bilingual program. Research questions asked in this study included the academic success of English Language Learner (ELL) students in the Reading and Social Studies state standardized tests compared to native English speakers. A comparison was made between the standardized test Reading and Social Studies scores of two groups of ELL students, one that entered the school district in the bilingual program in first grade and another group that entered a bilingual program in third grade. These two ELL groups were then compared to two groups of native English speakers, one that entered the school district in first grade and the other in third grade. The data given to the researcher was from the Office of Accountability for the school district used in this study. The mean grade equivalency scores for Reading and Social Studies from the Iowa Skills of Basic Skills (ITBS) test for sixth and seventh grade, and the mean proficiency level scores from the Wisconsin Knowledge and Concepts Examination (WKCE) test that was taken in the eighth grade school year were used to make the comparison between the ELL and native English speakers. The results of this study supported the hypothesis made by the researcher that answered the research questions with the affirmative. There was a correlation between the time an ELL student began a program and the level of success these students achieved as each year passed as measured by the ITBS and WKCE tests.
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