Foreign studies about Academic Performance And Objectives
Louisiana studies show foreign language students outperform their non-language peers on standardized test measures.
•Bureau of Accountability (1984)
•Eileen Rafferty (1986)
•Mic Lang (1990)
The LDE, Bureau of Accountability (1984) conducted a study comparing the attainment rates and scores of 2nd, 3rd & 4th grade foreign language and non-foreign language students in reading, writing and math. It reported the number and percent of students reaching and not reaching a 75% performance standard on the Louisiana Basic Skills Testing Program during the 1983-84 school year. In each instance, FL students ...view middle of the document...
Separate analyses were conducted for students performing on grade level and above grade level. The results showed that FLES students scored significantly higher on ELA and reading tests as compared to non-FLES students whether they were functioning at grade-level or not.
Taylor-Ward (2003) examined whether foreign language study on the part of first-year 3rd grade foreign language students who continue their foreign language study through and including the 5th grade in Louisiana public schools contributes to their academic achievement in subject areas tested on the Iowa Tests of Basic Skills and the LEAP 21. The findings indicate that the FL students statistically significantly outperformed their non-foreign language counterparts on every subtest of the LEAP 21 test and were more successful passing this test. Moreover, FL students statistically significantly outperformed their non-language peers on the language portion of the 5th grade ITBS.
Armstrong, P. W., & Rogers, J. D. (1997). Basic skills revisited: The effects of foreign language instruction on reading, math, and language arts. Learning Languages, 2(3), 20-31.
Third-grade students from were randomly assigned to receive 30-minute Spanish lessons three times a week for one semester. These lessons focused on oral-aural skills and were conducted entirely in Spanish. Students in the Spanish classes scored significantly higher than the group that did not receive Spanish instruction in math and language on the Metropolitan Achievement Test (MAT). There was no significant difference in reading scores.
Cade, J. M. (1997). The foreign language immersion program in the Kansas City, Missouri Public Schools, 1986-1996 [Abstract]. Dissertation Abstracts International -A 58(10), 3838.
This study describes the planning, development, implementation, and assessment of the foreign language magnet plan in schools in the Kansas City, Missouri Public School District.The program outcomes appeared to support the contentions found in research that, over time, second language learners (1) have improved test scores; (2) are able to think divergently; (3) achieve in their first language; and (4) attract and maintain parent involvement.
Carr, C.G. (1994). The effect of middle school foreign language study on verbal achievement as measured by three subtests of the Comprehensive Tests of Basic Skills [Abstract]. Dissertation Abstracts International -A 55(07), 1856.
This study looked at the effects of foreign language study on the verbal achievement of middle school students as measured by three subtests of the Comprehensive Tests of Basic Skills. The students were compared with students who did not have language study but were enrolled in the Challenge Reading program. The study concluded that performance in reading comprehension, language mechanics, and language expression was significantly higher in favor of the experimental group (foreign language study) when such variables as...