Differences in the English Proficiency Levels of Texas Grade 3 English Language Learners as a Function of Bilingual Program

Analyzed in this study was the degree to which differences were present in the English proficiency levels of Texas Grade 3 English Language Learners as a function of the bilingual education program in which they were enrolled. The two indicators were the proficiency levels in reading and writing as determined by the Texas English Language Proficiency Assessment System (TELPAS) in the 2014-2015 school year. The bilingual program types that were examined were transitional bilingual early and late exit, and dual language immersion two- and one-way. Inferential statistical analyses revealed that English Language Learners enrolled in dual immersion/two-way programs had statistically significant higher percentages of attaining Advanced High proficiency levels on the TELPAS Reading test and higher percentages of Advanced proficiency levels on the TELPAS Writing test than their peers who were enrolled in other programs. Implications of the results are discussed, and suggestions for future research are made.

Keywords: Bilingual programs, English Language Learners, second language proficiency, TELPAS.