The purpose of this research is to examine the language proficiency and reading achievement of a diverse group of 899 grade 4-8 ELL students enrolled in a dual language program. These students differed in background factors (parent education, SES), dual language program model (90:10, 50:50), and English language proficiency level (Begin/Early Intermediate, Intermediate, Advanced, reclassified Fluent English Proficient). Results show that there are significant effects due to language proficiency group, parent education, SES, and program model on student outcomes - English language proficiency, Spanish reading, and English reading achievement at program entry, grade 3 and current grade. Results are discussed in terms of the significance of these differences among ELL students and the impact they can have on developmental trajectories.
Kathryn Lindholm-Leary. "Background and Achievement of English Language Learners With Different Levels of English Proficiency in Dual Language Programs" American Educational Research Association Annual Meeting (AERA) (2012).