Date of Award

3-2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Scot Headley, Ed.D

Second Advisor

Greg Aldred, Ed.D

Third Advisor

Eloise Hockett, Ed.D

Abstract

This quantitative inferential study used ex post facto data that were previously acquired from Oregon school districts’ hosting TWI/dual immersion students’ mathematics achievement scores (SBAC), to determine if there was a statistical difference in math achievement between the two-native language (NES and NSS) students. The math SBAC data for academic school years 2016-17, 2017-18 and 2018-19 was disaggregated by native language (NES and NSS) and by grade levels 3, 4, and 5 see Tables seven, eight and nine. The statistical tools used were mean, population proportion, two-tailed t-test and two-tailed 2-sample z-test to compare sample proportion. This research concluded, the NES group of TWI/dual immersion students consistently outperformed the NSS group of TWI/dual immersion students. The findings revealed that the NES group of TWI/dual immersion students outperformed the NSS group of TWI/dual immersion students in all analyzed grades i.e. 3rd, 4th and 5th

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