Rolle, R. Anthony2018-02-152018-02-15December 22015-12December 2http://hdl.handle.net/10657/2138The purpose of this study is to examine differences in math and reading achievement between ELL students served in a Dual Language Two-Way Immersion program and those who are served in a Transitional, Late-Exit Bilingual program. The independent sample t-test, effect size, and Chi Square analysis will be used to examine the academic performance of a Dual Language/Two-Way immersion student cohort in the 2012, 2013, and 2014 English reading and math STAAR compared to the academic performance of a Transitional, Late-Exit Bilingual student cohort in the 2012, 2013, and 2014 English Reading and Math STAAR. In the summary findings of this study, there was a connection between higher scores in Reading and the type of language program students participated in. There was a significant difference in how the two groups performed in Reading, which could be related to the type of language program instruction received. However, in Mathematics, there was no evidence for a relationship between the type of language program the students participated in and their Mathematics academic performance. The findings of this study will provide data that helps one school district evaluate its current ELL programs and guide leaders through the decision-making process of choosing and implementing programs that most effectively serve the district’s ELL population.application/pdfengThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).Transitional bilingualDual language2018-02-15Thesisborn digital