Analyzing English Language Learner Instruction Programs Using Standardized Student Achievement Test Scores

As the Hispanic student population continues to grow in the state of Texas, educators are tasked with identifying effective methods of delivering core content instruction while providing students with second language acquisition learning supports. The Texas Education Agency (2011) indicated the Hispanic student population as the largest student demographic at 50.3% in the State of Texas. This study examined the achievement gap of English Language Learners (ELL) compared to their Caucasian mainstream counterparts. A quantitative, causal-comparative analysis of BE and ESL programs was conducted to determine the impact each had on ELL academic achievement as measured by the Iowa Test of Basic Skills (ITBS). Information gained from this study provides further insight into Bilingual and ESL programming and data analysis of an educational approach used in school districts in Texas. As educators face the inequality of outcomes that currently exists for our ELL and Hispanic student population, we must act quickly to determine the best educational methods to bridge the learning gap for this student population.