Term
Summer 2020
Capstone
Dissertation
Degree Name
MAESL
Primary Advisor/Dissertation Chair
Betsy Parrish
Secondary Advisor/Reader One
Diane J. Tedick
Peer-Reviewer/Reader Two
Mary Daub
Abstract
Two-way Immersion (TWI) provides the most equitable educational outcomes for minority-language learners (Marian, Shook & Shroeder, 2013; Thomas & Collier, 2012). Due to the continued achievement gap between White and Latinx students in the United States (NAEP, 2019), this research study addresses how school districts and/or individual immersion sites monitor program effectiveness and fidelity of implementation to ensure equitable educational outcomes for minority-language learners. First, the characteristics of well implemented TWI programs are outlined along with effective monitoring tools for monitoring program effectiveness and fidelity of TWI implementation. Data show that TWI programs inconsistently monitor TWI implementation especially in the areas of professional development and assessment. In conclusion, the researcher identifies possible next steps for TWI administrators and practitioners to increase implementation of key characteristics of well-implemented programs aimed at improving educational outcomes for minority-language students.
Research Methodology
Interview, Survey (attitude scale, opinion, questionnaire)
Keywords
Immersion Education; Program Monitoring and Assessment
Recommended Citation
Neukirch, Jessica Wallace, "Monitoring Program Effectiveness & Educational Outcomes for Minority-Language Students in Two-Way Spanish Immersion Programs" (2020). School of Education and Leadership Student Capstone Theses and Dissertations. 4507.
https://digitalcommons.hamline.edu/hse_all/4507
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations