Volume 3 - Issue 1 - DBU Journal for K-12 Educational Research - Page 28

26 transitional/late-exit, transitional/early-exit, dual language/one-way, or dual language/two-way bilingual program models? Hypotheses Findings H1 0 : There is not a relationship between Kindergarten ELL literacy achievement and the type of bilingual program utilized for students. Null hypothesis rejected Chi-square test yielded statistically significant results with p = .000 More ELLs on grade level for Reading in transitional bilingual early exit than expected. H2 0 : There is not a relationship between First Grade ELL literacy achievement and the type of bilingual program utilized for students. Null hypothesis rejected Chi-square test yielded statistically significant results with p = .000 More ELLs on grade level for Reading in dual language two-way and transitional late-exit than expected. Less students on grade level for Reading in transitional bilingual early-exit than expected. H3 0 : There is not a relationship between Second Grade ELL literacy achievement and the type of bilingual program utilized for students. Null hypothesis rejected Chi-square test yielded statistically significant results with p = .000 By second grade, more ELLs on grade level for reading in dual language two-way and transitional late-exit than expected. Far fewer ELLs on grade level for Reading in transitional early-exit than expected. Research Question 2: How does literacy achievement compare among ELLs in third grade who were participating in transitional/late-exit, transitional/early-exit, dual language/one-way, or dual language/two-way bilingual program models? Hypotheses Findings H4 0 : There is not difference in the 2012-13 mean STAAR Reading scores for third grade students who were participating within transitional/early-exit, transitional/late-exit, Null hypothesis rejected One-way ANOVA test yielded statistically significant results with p = .000 Table 2. Summary of Findings by Research Question (Continued) dual language/one-way, and dual language/two-way bilingual program models. The largest difference between ELL mean STAAR Reading scale scores occurred between transitional/early-exit ( M = 1399.10) and dual language/two-way ( M = 1461.30). H5 0 : There is no difference in the 2013-14 mean STAAR Reading scores for third grade students who were participating within transitional/early-exit, transitional/late-exit, dual language/one-way, and dual language/two-way bilingual program models. Null hypothesis rejected One-way ANOVA test yielded statistically significant results with p = .000 The largest difference in the ELL mean STAAR Reading scale scores persists between transitional/early-exit ( M = 1390.53) and dual language/two-way ( M = 1476.97). Transitional/early-exit has the lowest mean score of all four bilingual programs. H6 0 : There is no difference in the 2014-15 mean STAAR Reading scores for third grade students who were participating within Null hypothesis rejected One-way ANOVA test yielded statistically significant results with p = .000 The largest difference in the ELL mean Lori DeAnn Rapp, Ed.D.