Optimizing Educational Outcomes for English Language Learners*

Grantee: University of Houston (UH) in collaboration with the Center for Applied Linguistics (CAL) and the University of Texas – Austin (UT–A)

Key Staff:
David Francis (UH)
Diane August (CAL)
Maria Carlo (UM)
Sharon Vaughn (UT–A)

Research Questions:

• Do children in enhanced (research-based) versions (Treatment group) of structured English immersion and transitional bilingual education programs outperform children in typical, existing programs (Control group)?
• What are the outcomes in English oracy and literacy, and Spanish language development for children in enhanced structured English immersion programs compared to those outcomes for children in enhanced transitional bilingual education?
• How do the growth rates of students in the enhanced structured English immersion program compare to the growth rates of students in the enhanced transitional bilingual education program?

Design: In year one, 1,271 Kindergarten students and 55 teachers from 14 public schools in Brownsville, Texas, participated in the study. In year two, 1,184 Grade one students and 65 teachers from 13 public schools in Brownsville participated in the study. In year three, 1,158 Grade two students and 62 teachers from 13 public schools in Brownsville participated in the study. In year four, 744 Grade three students and 41 teachers from 11 public schools in Brownsville participated in the study. Within each school, teachers were randomly assigned to either the control or treatment condition and to either transitional bilingual education or English immersion. Students were assigned to teachers by school personnel using standard practice, independent of teacher assignments.

This was a longitudinal (K to 3), 2x2 factorial (Control versus Treatment group and English immersion versus Bilingual education) study. All analyses were intent-to-treat in that classrooms were analyzed according to the condition to which they were assigned. Students were assessed twice each year during Fall and Spring. For each outcome assessment, students were given both the Spanish and English versions of the measure. The data analyses took into account the nesting of the data at three levels: students within teachers within schools. The first pre-test (Fall assessment) that a student took was used as a covariate in the model. Analyses were performed separately by Language of Assessment and by Tier 2 status (included both Tier 2 and Tier 3 students). Primary outcome analyses will examine which is more effective, the enhanced, research-based program or the current program within program model, for the acquisition of English and Spanish language and literacy skills, and high levels of content knowledge. Additional analyses will compare, quasi-experimentally, the relative impacts of the two enhanced approaches.

Duration: 6 years (October 1, 2003 – September 30, 2009)

Reports:

Current Status: Data collection for the 2007 – 2008 school year is now complete. Analyses to address the first two research questions completed. Analyses to address the third research question are ongoing.

* This grant was awarded under the English Language Acquisition Evaluation Program, CFDA 84.305P