Evaluation of Structured English Immersion and Bilingual Education on Reading Skills of Limited English Proficient Students in California and Texas

Abstract

The purpose of this study is to compare the effectiveness of the structured English immersion program and the bilingual education program on the reading performance of limited English proficient students. The sample of this study is comprised of fourth grade Hispanic Spanish-speaking Limited English Proficiency (LEP) students from six campuses in southern California and six campuses in southern Texas who participated in the 2005 Reading National Assessment of Educational Progress. To determine the impact of these English language acquisition programs on these students’ reading skills, a multiple regression analysis was conducted. After controlling for several factors, results of the analysis show that neither structured English immersion nor bilingual education had a significantly greater impact on the reading skills of LEP students. When deciding which program to implement, educators and policymakers may want to compare costs associated with each and determine the priority that a community places on maintaining a student’s native language. About the Author Jessica Sievert was born in Beaumont, Texas and raised in Tyler, Texas; Washington, D.C.; and Austin, Texas. She graduated from Texas State University with a Bachelor of Arts in International Studies in 2002. Jessica has served in the education arena in various capacities, though has spent the past year as a Research Specialist conducting evaluations of grant programs at the Texas Education Agency (TEA). Her email address is js47642@yahoo.com. Disclaimer Any views and opinions expressed in this document are those of the author or of the researchers cited herein. They are not intended to reflect the positions of the TEA, nor was this work conducted on behalf of the Agency or as part the author’s role in the Agency.

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