A Texas Two-way Bilingual Program: Its Effects on Linguistic and Academic Achievement

Abstract

This study examines a variety of student outcomes in the area of linguistic and academic development and determines whether students enrolled in a two-way bilingual program for a minimum of three years are achieving academically. Participants were native Spanish-speaking and native English-speaking fifth-grade students of Mexican origin. The findings indicate that the majority of students who participated in the two-way bilingual program were performing at academic levels equal to or greater than their non-participant campus peers when tested on the Texas Assessment of Academic Skills (TAAS). In addition, participants were developing a high level of English literacy skills. Spanish literacy skills for the native English speakers, however, were not as highly developed. While there appeared to be promising bilingual development in the early years of the program, the rate of development seemed to be difficult to sustain in the upper grade levels.

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