The long-term academic effects of bilingual education programs on a national sample of Mexican-American sophomores : a component analysis

dc.contributor.advisorWalker-Felix, Judith
dc.contributor.committeeMemberGanju, Vijay K.
dc.contributor.committeeMemberMindiola, Tatcho, Jr.
dc.contributor.committeeMemberPeña, Sylvia C.
dc.creatorOlson, Shelley L.
dc.date.accessioned2023-05-25T17:43:58Z
dc.date.available2023-05-25T17:43:58Z
dc.date.copyright1990-02-08
dc.date.issued1987
dc.description.abstractIn this study, a paradigm is developed and used to investigate the long-term academic effects of elementary-level, bilingual education programs on a national cohort of Mexican-American sophomores, sampled in 1980. Elementary-level bilingual programs used in this analysis were in place during the late 1960's and early to middle 1970's in the United States. The High School and Beyond data base, developed by the National Center for Education Statistics, Washington, D.C., was used for this analysis. Bilingual programs were categorized according to the presence or absence of four different components: a) English as a second language, b) reading and writing in Spanish, c) other subjects taught in Spanish and d) cultural/ancestral history. Sixteen possible programs, made of different combinations of these components, were identified. Hierarchical component analysis was developed to provide a manageable way of analyzing the various program combinations in an organized and understandable fashion. The observed trends in academic achievement associated with each of the components were further analyzed through t tests. To distinguish between the effects of social background variables and academic variables, extensive t tests were performed. Analysis of variance further clarified interactive effects of bilingual education components. The purpose of this study was to determine whether each of the four bilingual education components mentioned above would have a different long-term effect on academic achievement Further, this study sought to identify achievement patterns associated with each component. [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other17936904
dc.identifier.urihttps://hdl.handle.net/10657/14232
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectEducation, Bilingual--United States
dc.subjectMexican Americans--Education
dc.titleThe long-term academic effects of bilingual education programs on a national sample of Mexican-American sophomores : a component analysis
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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