Helping Limited English Proficient Students Achieve: English Immersion versus Bilingual Education
As immigration to the United States increases so has the population of limited English proficient students in United States public schools. The first challenge these students face is language acclimation. In the interest of school accountability requirements as well as individual student educational achievement, it is important to address the language issues this subgroup faces. This research examines the impact of Bilingual Education and English Immersion programs in U.S. schools. Specifically it will examine their ability to increase Limited English Proficient (LEP) studentsí ability to meet Adequate Yearly Progress (AYP) and graduation rates. Due to the absence of data, analysis was limited to 52 New York City high schools with significant populations of LEP students and availability of AYP reports. Using a multivariate modeling (OLS) comparative analysis of school achievement outcomes for schools that have adopted either of the two types of language acquisition programs was performed. Preliminary findings show English immersion schools have a negative outcome when compared to bilingual schools, thus the bilingual programs are better suited to the language acquisition needs of the high school LEP population. Schools that did not report AYP on LEP students will be added in future research.