Date of Award

Summer 7-27-2018

Document Type

Thesis (699 registration)

Degree Name

Master of Arts in Teaching English as a Second Language

Department

Graduate Studies

Committee Chair

Linda Houts-Smith

Keywords

Spanish, bilingual, standardized test, Minnesota Comprehensive Assessment MCA, language, immersion

Abstract

This study sought to find out if students who became bilingual score

higher, lower, or the same on standardized tests as their monolingual peers across

multiple disciplines. An answer was obtained by comparing the Minnesota

Comprehensive Assessment scores of Spanish language immersion students to

scores of non-immersion students for the following subject areas: reading in

grades 3, 4, 5, 6, 7, 8, and 10; math in grades 3, 4, 5, 6, 7, 8, and 11; and science

in 5, 8, and high school. The scores used came from a graduating class of 2018

with approximately 342 students. Data was analyzed using t-tests and Cohen’s d.

Students in a language immersion program achieve as well as or better than their

non-immersion peers in the subjects of reading, math, and science. The data

analysis revealed that in grades 3 - 5 the t-tests were statistically not significant

and the majority of the tests had less than a small effect size. In grades 6 - 8, the

analysis revealed that the t-tests were statistically not significant and the majority

of the tests had a small effect size or greater. In grades 9 - 11, the analysis

revealed that the t-tests were statistically significant and all of the tests had a

medium effect size or greater. Future studies with a greater number of students are

recommended.

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