Volume 3 - Issue 1 - DBU Journal for K-12 Educational Research - Page 29

Journal of K-12 Educational Research 27 Findings Table 2 provides an overall summary of the findings according to each hypothesis associated with each research question. Conclusions The current study revealed a positive relationship between literacy achievement and bilingual programs where ELLs utilize their native language for longer periods of time. Results obtained indicated that for every grade level, except for Kindergarten, dual language/one-way and two-way yielded stronger literacy results for ELLs than transitional/early-exit. It is important to discuss these findings related to student literacy between transitional/late-exit and dual language/one-way. According to Thomas and Collier (2009), “ … Late exit TBE has the potential to result in achievement closer to one-way dual language education” (66). First- and second-grade ELLs in transitional/late-exit had larger numbers of students on grade level for reading than the dual language/one-way program. However, the mean STAAR Reading scale scores for ELLs in third-grade dual language/one-way and transitional/late-exit were very similar for every year except 2013-14. The results of the current study revealed observable discrepancies in literacy performance across bilingual programs in first through third grades. By third grade, the mean STAAR Reading scale scores for ELLs in transitional/early-exit were below the other three bilingual programs. In fact, for three out of the four years of data analyzed, there was a double-digit gap between the mean scores for transitional/early-exit and the other three programs. This finding aligns with Cummins’ (2000) research where he found that a transitional bilingual model of education is inferior to models that focus on development of bilingualism and biliteracy (p. 203). The research of Genesee et al. (2006) highlighted that lower literacy scores and performance in the early grades of K-3 can account for a common misperception that extended use of the native language is not an effective means for educating ELLs. The results obtained from analyzing kindergarten through second grade literacy performance confirm how the misperception can be generated. Kindergarten data indicated higher than expected numbers of ELLs in transitional/early-exit were on grade level for reading students who were participating within transitional/early-exit, transitional/late-exit, dual language/one-way, and dual language/two-way bilingual program models. 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 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 = 1373.47) and dual language/two-way ( M = 1450.62). Transitional/early-exit has the lowest mean score of all four bilingual programs. H7 0 : There is a difference in at least one of the 2015-16 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 = 1373.30) and dual language/two-way ( M = 1450.18). Transitional/early-exit has the lowest mean score of all four bilingual programs. Conclusions The current study revealed a positive relationship between literacy achievement and bilingual programs where ELLs utilize their native language for longer periods of time. Results obtained indicated that for every grade level, except for Kindergarten, dual