The Impact of Virtual Bilingual Summer School on English Learners' Beginning-of-Year (BOY) Performance in 2020-2021. Publication 20.16.

Poulsen, Helen

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ERIC Number: ED630047

Record Type: Non-Journal

Publication Date: 2021-Apr

Pages: 4

Abstractor: As Provided

ISBN: N/A

ISSN: N/A

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The Impact of Virtual Bilingual Summer School on English Learners' Beginning-of-Year (BOY) Performance in 2020-2021. Publication 20.16

Poulsen, Helen

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This report examines the beginning-of-year (BOY) reading performance of emergent bilingual students who attended virtual summer school in June 2020. Students' performance on the Texas Kindergarten Entry Assessment (TX-KEA) and MAP reading assessment was compared to that of similar emergent bilingual students who did not attend the summer school program. Students who attended the virtual, bilingual summer school program outperformed the comparison group of students on most assessments.

Descriptors: Electronic Learning, Summer Schools, English Language Learners, Bilingual Education, Achievement Gains, School Readiness, Kindergarten, Grade 1, Elementary School Students, School Effectiveness, Academic Achievement, Student Evaluation, Achievement Tests, Student Characteristics

Publication Type: Reports - Evaluative

Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Grade 1

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: Austin Independent School District (AISD)

Identifiers - Location: Texas (Austin)

Identifiers - Assessments and Surveys: Measures of Academic Progress

Grant or Contract Numbers: N/A