Cultural Heritage Bilingual Program Performance Report: English STAAR, Stanford, and TELPAS, 2013-2014. Research Educational Program Report

The Cultural Heritage Bilingual Program (CHBP) was developed for English Language Learner (ELL) students from language groups not served by current bilingual programs in the Houston Independent School District (HISD), which are designed for Spanish-speaking ELLs. The largest group of students in thi...

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Bibliographic Details
Published inHouston Independent School District
Format Report
LanguageEnglish
Published Houston Independent School District 24.10.2014
Subjects
Academic Achievement
Achievement Gains
Achievement Tests
Bilingual Education Programs
Comparative Analysis
Cultural Education
Elementary School Students
English (Second Language)
English Language Learners
Enrollment Trends
Heritage Education
History Instruction
Information Systems
Language Arts
Language of Instruction
Language Proficiency
Language Skills
Language Tests
Literature
Mathematics Tests
Native Language
Program Descriptions
Program Evaluation
Reading Tests
School Districts
Science Tests
Scores
Second Language Instruction
Second Language Learning
Social Sciences
Standardized Tests
Teaching Methods
Vietnamese
Texas (Houston)
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Summary:The Cultural Heritage Bilingual Program (CHBP) was developed for English Language Learner (ELL) students from language groups not served by current bilingual programs in the Houston Independent School District (HISD), which are designed for Spanish-speaking ELLs. The largest group of students in this category consists of ELLs whose home language is Vietnamese. Currently, CHBP is only implemented for native Vietnamese speakers at Park Place Elementary School. This program is an early exit bilingual program serving students in grades prekindergarten through 4. Students enrolled in the CHBP program receive 45 minutes of daily instruction in Vietnamese, during which Vietnamese literature, culture, and history are taught in the students' native language via listening, speaking, reading, and writing. Combined with this is an intensive program of English language development using ESL instructional techniques for language arts and all content subjects. This report contains summaries of student performance including the following: (1) Student enrollment by grade level; (2) State of Texas Assessment of Academic Readiness (STAAR) reading and mathematics (percent of students who met standard); (3) Stanford 10 mean normal curve equivalent (NCE) scores for reading, mathematics, language, science, and social science; and (4) Texas English Language Proficiency Assessment System (TELPAS) percentage of students scoring Advanced High, and the percentage of students making gains in proficiency.