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A study to evaluate the academic and self concept growth in bilingual classrooms
The purpose of this study was to evaluate the growth of the children in the academic area of Mathematics and in the area of self-concept in a sixth grade bilingual (Spanish and English) bicultural classroom at Rose Avenue School in Oxnard, California, to determine the positive or negative effects of the Spanish-English bilingual bicultural program. The design used was a pretest posttest descriptive study. Twenty-nine children took at least part of the battery of tests. The battery consisted of the Individual Computational Skills Test, the California Test of Basic Skills and the self-concept test which was developed by O' Melveny Elementary School in San Fernando, California. A posttest was given for the Individual Computational Skills Test, the California Test of Basic Skills and the self-concept test. Fifteen children took both the pretest and posttest for the Individual Computational Skills Test. The pretest, posttest and the t. test scores for the children were significant beyond . 01 for Math achievement. The pretest and posttest and t scores for self-concept were not statistically significant. The limitations of the study were two-fold. First, the amount of time that was available to conduct the research was limited.. Second, there was the fact that there was no control group previously established that matched the cultural, linguistic and educational backgrounds of all of the children involved in the study.