Volume 3 - Issue 1 - DBU Journal for K-12 Educational Research - Page 30

28 compared to the other three bilingual programs. However, this situation had already reversed by the end of first grade and continued with second grade, where the data showed larger than expected numbers of students below grade level for reading in transitional/early-exit. Decisions made based on Kindergarten ELL performance could lead decision makers to continue limited use of the student’s native language with an early-exit program. However, second and third grade results uncovered the other three programs that use a greater amount of the native language yielded positive literacy outcomes for students. Dual language/two-way programs are designed for students to learn the native language and English through a mixture of both types of speakers in the program simultaneously. Results of the current study revealed that by third grade the mean STAAR Reading scale scores for students in dual language/two-way programs were exceeding all other types of approaches. Implications The results of the current study found that literacy achievement is influenced by the type of bilingual program in which ELLs are participating. These findings have implications for state, district, and campus-level leaders who are implementing bilingual programs for ELLs. At the state level, policy makers need to provide more support to districts regarding the methods for implementing dual language/one-way, dual language/two- way, and transitional/late-exit programs. State-level policy makers can also help districts by publishing STAAR data that is disaggregated by bilingual program model for third through fifth graders. At the district level, leaders need to statistically analyze the reading inventory data they are collecting in Kindergarten through second grade. If their district is implementing multiple types of bilingual programs, then district leaders need to analyze student reading inventory by bilingual program as conducted in the current study. District level leaders can also extend their analysis to the individual student level and determine what reading inventory score predicts success on third grade Reading STAAR through completing a linear regression analysis. A final implication for all leaders is the need for applying these findings to ELLs in our state who are speakers of languages other than Spanish. If students acquire more robust literacy skills through support in their native language, then resources in more diverse languages need to be made available to teachers and students. Conclusion Results of the current study indicated that researchers do not have to wait until fifth grade and beyond to analyze literacy performance for ELLs participating in bilingual programs. Genesee et al. (2006) uncovered through their research analysis studies that students who were in bilingual programs did not exhibit success at the same rate in the early grades as peers who were in monolingual-focused programs. Therefore, the literature indicated that it takes several years before performance of students in both groups is at the same level. In light of this finding, the current study provides critical information for state- and district-level decision makers who could recommend abandoning bilingual programs in the early grades for English- only instruction. The data analysis conducted in the current study shows that literacy performance of students can be aggregated and analyzed in the primary grades. Given that language learners are the fastest growing segment of children in schools, practices must be implemented that ensure ELLs graduate ready to successfully contribute to society. Students who come to our schools with a language other than English are at promise for educational success because of their language, not in spite of it. Programming decisions made by leaders play a significant role in utilizing the student’s native language to the fullest extent to support students in acquiring English. Future generations of Texans are depending on the decisions of the current generation of leaders to ensure their success. It is time for leaders who oversee instruction for ELLs to take up this research as a call to action and leave a legacy of learning and success for generations to come. Lori DeAnn Rapp, Ed.D.