A comparative study on the college readiness of bilingual learners in transitional bilingual and dual language programs. (31st December 2019)

• Record Type: Journal Article
• Authors: Garza-Reyna, Gina L.; Esquierdo, J. Joy; Goswami, Jaya
• Is Part Of: NABE Journal of Research and Practice. Volume 9:Number 3/4(2019)
• Page Start: 155
• Page End: 165
• Publication Date: 2019-12-31
• Subjects: Education, Bilingual -- United States -- Periodicals; Education, Bilingual -- Periodicals; Education, Bilingual; Electronic journals; Periodicals; 370.11750973
• DOI: 10.1080/26390043.2019.1653046
• Languages: English
• ISSNs: 2639-0043

Abstract

ABSTRACT: This study compared the performance of bilingual learners, educated in either a Transitional Bilingual (TB) or Dual Language (DL) program, on the Reading and English portions of the nationally recognized college entrance exam, the American College Test (ACT). A statistically significant difference was found on the t -tests run for the Reading ( p > .000) and English ( p > .000) portions of the ACT exam. Outlined in the Texas Uniform Admission Policy (TUAP) are recommended minimum scores students should meet in order to be deemed "college ready." In the area of Reading, the TB comparison group (10.8%) had less than the DL comparison group (51.8%) meet the recommended minimum score outlined in the TUAP. Similar findings were found on the English portion of the ACT exam. A smaller percentage of participants in the TB comparison group (9%) meet the TUAP recommended minimum score for English than the DL comparison group (59.1%). By and large, DL participants out-performed the TB participants in this study.