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The academic assimilation of mainstreamed bilingual students: A case study of bilingual students mainstreamed in the Hoboken, New Jersey School District and the development of a mainstreamed criteria model
Abstract
This study examined the academic progress of limited English proficient students who have been mainstreamed from the bilingual program. The study population consisted of thirty fourth grade students from the Hoboken, New Jersey School District who have previously participated in the bilingual program from Kindergarten to third grade. It included an analysis of identification process, their tenure in the bilingual program, and their present mainstream academic status. The study focused on the follow-up aspects (not often undertaken by bilingual programs) evaluating success and failure factors for mainstreamed bilingual students. Subjects examined included student achievement and assimilation, using a comparative base on non-bilingual program English-speaking students. Both reading and mathematics achievement data on the target population were analyzed for skill deficiencies using the Comprehensive Test for Basic Skills (CTBS) data base. A review of factors affecting students' progress was assessed via surveys of personnel who work with limited English proficient students. These interviews included parents, teachers, and administrators. Factors derived from these interviews, review of literature, and empirical observations combined to facilitate the development of a mainstreaming model. The mainstream model was designed to facilitate parents, teachers, and administrators with baseline data in organizing an effective mainstream criterion. The following are three major conclusions which were derived from this study: (1) Multiple criteria for entry and exiting bilingual students should allow for a more effective assessment of the limited English proficient students. (2) Program goals and objectives must be identified to maintain proper direction in the bilingual curriculum. (3) The development of a mainstream model.
Subject Area
Curriculum development|Elementary education|Language arts
Recommended Citation
Duroy, Edwin, "The academic assimilation of mainstreamed bilingual students: A case study of bilingual students mainstreamed in the Hoboken, New Jersey School District and the development of a mainstreamed criteria model" (1990). Doctoral Dissertations Available from Proquest. AAI9022679.
https://scholarworks.umass.edu/dissertations/AAI9022679