Longitudinal Study of Structured English Immersion Strategy, Early-Exit and Late-Exit Transitional Bilingual Education Programs for Language-Minority Children. Final Report. Volumes 1 and 2.
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| Title: | Longitudinal Study of Structured English Immersion Strategy, Early-Exit and Late-Exit Transitional Bilingual Education Programs for Language-Minority Children. Final Report. Volumes 1 and 2. |
|---|---|
| Language: | English |
| Authors: | Ramirez, J. David, Aguirre International, San Mateo, CA. |
| Peer Reviewed: | N |
| Page Count: | 1444 |
| Publication Date: | 1991 |
| Sponsoring Agency: | Department of Education, Washington, DC. |
| Intended Audience: | Policymakers; Practitioners |
| Document Type: | Reports - Evaluative Numerical/Quantitative Data |
| Descriptors: | Bilingual Education Programs, Comparative Analysis, Elementary Secondary Education, English (Second Language), Immersion Programs, Instructional Effectiveness, Limited English Speaking, Longitudinal Studies, Program Design, Transitional Programs |
| Abstract: | This study, undertaken from 1983-84 through 1988-89, compared the relative effectiveness of two alternative programs (structured English immersion and late-exit transitional bilingual education) with that of the program typically funded through the Bilingual Education Act, the early-exit transitional bilingual education program. The characteristics of each instructional program and the success with which each meets the needs of limited-English-proficient students are detailed. The report is in two volumes. The first volume describes the design and methodology of the study. An introductory section gives an overview of language learning options for limited-English-proficient students, and subsequent sections discuss data collection, data analysis, and characteristics of the programs examined and the participating students. The second volume presents the study's analyses and results, including conclusions arrived at concerning the relative effectiveness of immersion and the traditional program type in one- and two-program schools, intra-program analyses of late-exit transitional programs, comparison of programs, districts, and the norming population, and conclusions. Both volumes contain considerable data in tabular form and substantial lists of references. (MSE) |
| Entry Date: | 1991 |
| Accession Number: | ED330216 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED330216 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED330216 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Longitudinal Study of Structured English Immersion Strategy, Early-Exit and Late-Exit Transitional Bilingual Education Programs for Language-Minority Children. Final Report. Volumes 1 and 2. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ramirez%2C+J%2E+David%22">Ramirez, J. David</searchLink><br /><searchLink fieldCode="AR" term="%22Aguirre+International%2C+San+Mateo%2C+CA%2E%22">Aguirre International, San Mateo, CA.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 1444 – Name: DatePubCY Label: Publication Date Group: Date Data: 1991 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Department of Education, Washington, DC. – Name: Audience Label: Intended Audience Group: Audnce Data: Policymakers; Practitioners – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Evaluative<br />Numerical/Quantitative Data – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Bilingual+Education+Programs%22">Bilingual Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Immersion+Programs%22">Immersion Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Limited+English+Speaking%22">Limited English Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Design%22">Program Design</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study, undertaken from 1983-84 through 1988-89, compared the relative effectiveness of two alternative programs (structured English immersion and late-exit transitional bilingual education) with that of the program typically funded through the Bilingual Education Act, the early-exit transitional bilingual education program. The characteristics of each instructional program and the success with which each meets the needs of limited-English-proficient students are detailed. The report is in two volumes. The first volume describes the design and methodology of the study. An introductory section gives an overview of language learning options for limited-English-proficient students, and subsequent sections discuss data collection, data analysis, and characteristics of the programs examined and the participating students. The second volume presents the study's analyses and results, including conclusions arrived at concerning the relative effectiveness of immersion and the traditional program type in one- and two-program schools, intra-program analyses of late-exit transitional programs, comparison of programs, districts, and the norming population, and conclusions. Both volumes contain considerable data in tabular form and substantial lists of references. (MSE) – Name: DateEntry Label: Entry Date Group: Date Data: 1991 – Name: AN Label: Accession Number Group: ID Data: ED330216 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED330216 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 1444 Subjects: – SubjectFull: Bilingual Education Programs Type: general – SubjectFull: Comparative Analysis Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: English (Second Language) Type: general – SubjectFull: Immersion Programs Type: general – SubjectFull: Instructional Effectiveness Type: general – SubjectFull: Limited English Speaking Type: general – SubjectFull: Longitudinal Studies Type: general – SubjectFull: Program Design Type: general – SubjectFull: Transitional Programs Type: general Titles: – TitleFull: Longitudinal Study of Structured English Immersion Strategy, Early-Exit and Late-Exit Transitional Bilingual Education Programs for Language-Minority Children. Final Report. Volumes 1 and 2. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Aguirre International, San Mateo, CA. – PersonEntity: Name: NameFull: Ramirez, J. David IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Type: published Y: 1991 |
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