Volume 1 - Issue 1 - DBU Journal for K-12 Educational Leadership - Page 68

66 Figure 2. Bar graph representing the mean STAAR reading and math scale scores for statistical tests conducted for research question three. Based on the data from the current study, additional re- search is suggested that focuses on the language majority or English dominant students who participate in dual language as well as students who were previously coded through PEIMS as an ELL but were reclassified based on their level of English acquisition. Additional studies are recommend- ed on a larger scale to fully understand the achievement of these groups as compared to their peers. Conclusions The current research study used data from the first three years of the new assessment in the state of Texas (STAAR) making it novel to the many other dual language studies that are available. While the results are valuable in under- standing the impact of the dual language program based on one measure of student achievement, it is the hope of the re- searcher that other measures are used in the future to quan- tify the success of the students who participate. With high stakes testing and the state and federal ac- countability system there is an overwhelming urge to aban - don the long-term goal of biliteracy for the less noble goal of achieving a passing score on a test. Language acquisition and true biliteracy takes approximately five to seven years and in many cases students in the program appear to be un- derperforming until approximately fourth grade (Thomas & Collier, 2002). If educators are truly going to be focused on the state’s goal of college and career readiness, the research- er believes that the time spent on the front end is well worth the investment so that students are fully prepared to listen, speak, read, write, and collaborate in a multi-cultural world. References Collier, V., & Thomas, W. (2004). The astounding effective - ness of dual language education for all. NABE Journal of Research and Practice , 2(1), 1-20. Estrada, V., Gomez, L., & Ruiz-Escalante, J. (2009). Let’s make dual language the norm. Educational Leadership , 66(7), 54-58. Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2005). English language learners in U.S. schools: An overview of research findings. Journal of Education for Students Placed at Risk , 10(4), 363-385. Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, Shannon Cole, Ed.D.