The effect of the ESEA title VII program on the cognitive development of Mexican-American students within a major South Texas school district

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1977

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The major purpose of this study was to ascertain how well the experimental students were able to succeed in the regular education program of the school district after they had departed the experimental program. The second purpose was to determine the relationship between cognitive development and years of participation/non-participation in the Title VII Program. More specifically the study examined and tested the following hypotheses: 1. There is no significant difference between the experimental and control group mean on the second grade reading achievement scores as measured by the Science Research Associates Assessment Survey. 2. There is no significant difference between the experimental and control group mean on the second grade mathematics achievement scores as measured by the Science Research Associates Assessment Survey. 3. There is no significant difference between the experimental and control group mean on the third grade reading achievement scores as measured by the Science Research Associates Assessment Survey. 4. There is no significant difference between the experimental and control group mean on the third grade mathematics achievement scores as measured by the Science Research Associates Assessment Survey. 5. There is no significant difference between the experimental and control group mean on the fourth grade reading achievement scores as measured by the Science Research Associates Assessment Survey. 6. There is no significant difference between the experimental and control group mean on the fourth grade mathematics achievement scores as measured by the Science Research Associates Assessment Survey. 7. There is no significant difference between the experimental and control group mean on the fifth grade reading achievement scores as measured by the Science Research Associates Assessment Survey. 8. There is no significant difference between the experimental and control group mean on the fifth grade mathematics achievement scores as measured by the Science Research Associates Assessment Survey. 9. There is no significant difference between the experimental and control group mean in the areas of mathematics and reading achievement scores as measured by the Science Research Associates Assessment Survey in relation to years of participation/non-participation in the Title VII Program. Procedures The sample of the study consisted of 126 Mexican-American students from grades first, second, third, fourth and fifth. These students attended six elementary schools in the Corpus Christi Independent School District, Corpus Christi, Texas. Results of the Metropolitan Readiness Test and the Science Research Associates Assessment Survey were available for all 126 students in the study from the school district. The data was subjected to multiple linear regressive analysis statistical technique to determine whether any significant differences existed between the experimental and control group Mexican-American students. Findings The analysis of the data revealed the following results. First, the study found that there were no statistically significant differences between the achievement of Mexican-Americans who participated in the experimental bilingual program and those who did notin the area of reading. Secondly, the study found that the experimental bilingual program group achieved at a lower mathematics level than those who received instruction in English only in grades third and fourth, however, differences between the groups had disappeared by the end of the fifth grade. Third, the findings indicated that there was no relationship between cognitive development and years of participation/non-participation in the Title VII Program. Recommendations Based on the conclusions rendered in the study, the writer strongly recommends that: 1. The study be replicated with the same sample at the end of an additional three year period. 2. A similar study be replicated with different samples. 3. Another study be undertaken and that this new study include the measurement of the student's affective domain, absenteeism and retention in school. 4. Additional evaluative instruments be developed to more throughly appraise the academic achievements of Mexican-American students participating in bilingual education programs.

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