Date of Award
Doctor of Education (EdD)
This quantitative, longitudinal matched pairs study determined whether elementary Spanish immersion students performed better on reading end-of-grade exams in Grades 3-5 than their non-immersion traditional peers in the same grades. African American and Hispanic students from two Spanish immersion schools in a suburban North Carolina district were studied. Results found that there was no statistical significance between student ethnicity and choice of immersion or non-immersion program. Time over years was found to be statistically significant. Although there was no statistical significance between program type and ethnicity, immersion students outperformed their non-immersion peers in Grades 3-5. African American students scored higher on the end-of-grade tests, while Hispanic students showed more growth from year to year.
Alston-Braswell, Lavette, "Do Spanish Immersion Programs Increase Student Proficiency on Reading End-Of-Grade Tests For Students of Color?" (2022). Doctor of Education Dissertations. 90.
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