English Language Learner Boys and Girls Reading and Math Achievement as a Function of Early-Exit and Late-Exit Bilingual Programs: A Multiyear, Statewide Analysis

Abstract EN

We examined the reading and math performance of English Language Learner boys and girls in Grades 3, 4, 5, and 6 as a function of early-exit or late-exit transitional bilingual education program.

Texas Assessment of Knowledge and Skills Reading and Mathematics scores of all English Language Learner boys and girls who were enrolled in either early-exit or late-exit bilingual education programs were analyzed for the 2008-2009, 2009-2010, and 2010-2011 school years.

Results were not consistent across reading and math, across the 4 grade levels, and across the 3 school years.

On the TAKS Reading test, 5 instances were present in which statistically significant differences were revealed for boys and 11 for girls.

On the TAKS Mathematics test, 8 statistically significant results were revealed for boys and 6 for girls.

These statistically significant differences were not consistently in favor of either the early-exit or the late-exit bilingual education programs.

Moreover, the differences that were present reflected small to trivial effect sizes.

As such, neither the early-exit nor the late-exit bilingual education program was demonstrated to be more effective than its counterpart.