http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
impact of a Spanish Immersion Program on the success of students in selected elementary schools in the Alamo Heights Independent School District, Texas
xiii, 99 leaves : illustrations ; 28 cm.
The purpose of this study was to examine the impact of a Spanish Immersion Program at two elementary schools in Alamo Heights ISD, on three student success variables: the Cognitive Abilities Test (CogAT), the Texas Assessment of Academic Skills/Texas Assessment of Knowledge and Skills (TAAS/TAKS), and the Iowa Test of Basic Skills (ITBS). In addition, the study looked at the impact of selected demographic variables on the data. Data from 1000 students were used for the study by using existing data records. Two sets of data were compared throughout the study, those participating in the Spanish Immersion Program and receiving instruction in their second language, Spanish, and a sample of those students in a traditional classroom, receiving instruction in their primary language, English. An extensive review of the literature regarding second language acquisition indicated that learning a second language was most effective when students were instructed in the second language and the instruction started at a young age. Concerns did arise as to whether or not students' academic performance in their native language, English, initially lagged behind because of the immersion in a second language. Research findings of this study included: 1. In all cases of statistical significance, students in the Spanish Immersion Program out performed their traditional instruction counterparts. 2. Even though students were receiving instruction solely in a second language, they had the ability to take standardized tests in their native language and excel academically. Implications from the research included: 1. The Spanish Immersion Program, as implemented in Alamo Heights ISD was successful as defined by the constructs of this study and should be continued and even expanded. 2. The curriculum provided for the students in the Spanish Immersion Program was adequate for maintaining their academic growth as compared to their traditional instruction counterparts. 3. The Spanish Immersion Program provided second language acquisition without hindering academic performance on standardized tests in the students native language.
"Major Subject: Educational Administration".
Issued also on microfiche from University Microfilm Inc.
Includes bibliographical references (leaves 94-98).