"Reading College Readiness and Student Language Status" by Lidia Garza Calderón, John R. Slate et al.
  •  
  •  
 

Journal of Educational Leadership in Action

Abstract

The extend to which differences were present for Emergent Bilingual students and non-Emergent Bilingual students in their performance on the Texas state-mandated English I End-of-Course exam for the 2018-2019, 2020-2021, and 2021-2022 school years was examined. Specifically addressed was the extent to which Emergent Bilingual students and non-Emergent Bilingual students differed in their performance on three Grade Level performance standards: Approaches Grade Level standard, Meets Grade Level standard, and Masters Grade Level standard in the pre-pandemic year and the first and second-post-pandemic years. Non-Emergent Bilingual students had statistically significantly better English I End-of-Course exam performance than Emergent Bilingual students in all three school years. An interesting finding was that neither group of students exhibited substantial loss between the pre-pandemic year and the two post-pandemic years in all three Grade Level standards, except the non-Emergent Bilingual group in the Masters Grade Level standard in the 2021-2022 school year, with a 0.3 learning loss. On the contrary, the performance of Emergent Bilingual students and non-Emergent Bilingual students improved throughout all three analyzed years in all three Grade Level standards.

Date

August 27 2024

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Download

Plum Print visual indicator of research metrics
PlumX Metrics
  • Usage
    • Downloads: 18
    • Abstract Views: 13
see details

Share

COinS