Exploring language development in rural Georgia
Thrasher, Karen Ann
MetadataShow full item record
This is a quasi-experimental quantitative study that included 5,223 kindergarten through eighth grade student participants attending six public schools within one rural public school system in Georgia during the 2015-2016 school year. Children in the study participated in either the DL model of education (English-Spanish) or a traditional model of education (TEO-English only). EL students educated through the traditional model received subtractive ESL services including no primary language support. Comparison of state English Language Arts achievement scores among groups of EL and non-EL third through eighth grade students across six schools who participated in two different educational programs (DL or TEO) was made using a one-way analysis of variance (ANOVA) procedure to test for statistical significance. Results indicated native-English speaking and native-Spanish speaking DL program students performed statistically significantly better on tests of English Language Arts than TEO peers. Additionally, more years in the DL program was correlated with higher state achievement test scores.