Date of Award
Spring 2022
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Kathi Gibson
Abstract
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.
Recommended Citation
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.
https://digitalcommons.gardner-webb.edu/education-dissertations/90
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Methods Commons