Spanish Achievement in a Maintenance Bilingual Education Program: Language Proficiency, Grade and Gender Comparisons

Abstract

The purpose of this study was to examine the mediational effects of a student's fluent or limited Spanish proficiency and gender across selected grade levels on Spanish achievement in a maintenance bilingual education (MBE) program. Reading and mathematics achievement for grades 1-8 were examined for 676 subjects, while achievement in social studies and science across grades 2-8 was investigated for 518 subjects. The overall results indicated the following: (1) fluent Spanish proficient (FSP) subjects consistently outperformed their limited Spanish proficient (LSP) counterparts for each of the four subtests; (2) girls achieved significantly higher reading scores than boys, but no gender differences were noted for the other three subtests; and (3) 16 of the 18 grade mean scores were equal to or significantly above the Texas norms of La Prueba, while two were significantly below that level.

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