Impact of Two-Way Bilingual Elementary Programs on Students' Attitudes Toward School and College

At the Grade 11 and 12 level, one student in each ethnic/language group was enrolled in basic math. Algebra and geometry accounted for 40% of Hisp-SB and 55% of Hisp-EB students. Another third (29-33%) from each group was taking algebra II. The biggest difference was in trigonometry/calculus, where 26% of Hisp-SB, no Hisp-EB, and 57% of Euro students were enrolled. This difference in distribution across ethnic/language groups was statistically significant (x2 = 15.85, p < .05).

In comparing the Hispanic two-way students and the comparison group students, it is clear that the two-way students were enrolled in higher-level math classes. These analyses were not carried out by grade level, as many of the comparison students did not provide their specific grade level. Almost half (47%) of the Hisp-sp students were taking basic math compared to only 3% of two-way students. For both groups, 30% were enrolled in algebra and 24-26% in geometry. However, none of the comparison students were taking algebra II or trigonometry/calculus compared to 28% of Hisp-SB for algebra II and 13% for trigonometry/calculus. This variation in math class enrollment across the two groups was highly statistically significant (x2 = 32.46, p < .001).

Figure 4. Likelihood of Enrolling in AP Class

When students were asked about the likelihood of taking an Advanced Placement (AP) course, their responses varied according to ethnic language group (x2 = 16.52, p < .05). About half of the Euro students indicated that they probably or definitely would take an AP course, compared to only 20% of Hisp-SB and 31% of Hisp-EB students. Only 25% of Euro students were unsure whether they would take an AP course, although 69% of Hisp-SB and 50% of Hisp-EB were not sure. As Figure 4 indicates, there was little variation between Hisp-SB and their non-two-way peers (Hisp-sp) in their likelihood of enrolling in an AP course. Most were unsure (69-77%), although 18-20% were leaning toward a positive response.

In examining the knowledge base supporting college entrance (i.e., knowing the entrance requirements and having attended college presentations), two-way students did not vary. However, two-way Hispanics had more knowledge than their comparison peers about college entrance requirements (M = 3.6 vs. M = 2.7, t(104) = 3.2, p < .01) and were more likely to have attended presentations on colleges (M = 3.4 vs. M = 2.7, t(104) = 2.2, p < .05).

Participation in community activities and volunteerism did not vary much by group. Over half of Hisp-SB (61%), Hisp-EB (59%), and Euro (56%) were involved in church, boys or girls club, junior achievement or tutoring, community agencies or other community activities. Thus, most students were actively involved, which will facilitate their enrollment in a 4-year institution.

In addition, 35% were involved in athletics, 11% in performing arts, and 5% in school leadership. Another 25% were involved in other extramural activities, and 25% of students worked.

Students in the study tended to disagree with the statements "Some of my friends think I'm better than them because I want to get a good education" (M = 2.7) and "I feel like an outsider among my friends because I study hard" (M = 2.4).

School Drop Out

Obviously, the students participating in the study were still enrolled in school, because they answered the questionnaire. However, they provided some interesting insight into their attitudes regarding school drop out. In one question asking whether students intended to drop out of school, 89% said they would not, while 11% indicated they might. There were no statistically significant group differences in response to this question, but more Euro students (95%) than Hisp-EB or Hisp-SB students (88-89%) responded that they would not drop out of school. Students did not vary by grade level (Grades 9–10 vs. 11–12) in whether they would drop out, although 6% more ninth and tenth graders than eleventh and twelfth graders said they might drop out of school.

In another question asking how students felt about school, in an attempt to link their attitudes toward school to their likelihood of dropping out, almost half (47%) indicated that they liked school and would not drop out; almost half (41%) were bored but would stick with it; and another 6% did not feel they were getting anything out of school but did not intend to drop out. There were no significant ethnic/language group differences among students' responses.

When students were asked why they considered dropping out of school, if they ever had, nearly a third selected "work" as the major reason (32%). The reason "I don't care about school," yielded about 10% of responses, although this varied considerably by ethnic/language group, with 30% of Euro, 17% of Hisp-EB, and only 4% of Hisp-SB choosing this response.

In questioning students why they did not drop out of school if they had considered it, over half said they needed an education (57%), 12% said their parents would not let them, 9% had friends who had talked them out of it, and 19% said they just decided they did not want to drop out.

There was a significant difference between the three ethnic/language groups in the perception that the two-way program kept them from dropping out of school. Three times as many Hispanic SB (43%) and twice as many Hispanic EB (37%) compared to Euro (15%) students indicated agreement that the two-way program kept them from dropping out of school (x2 = 15.3, p < .05).

Attitudes Toward the Two-Way Program

Table 5 presents the mean scores and percentages of students who agreed with items related to attitudes toward the two-way program. Most students agreed that learning two languages made them smarter, helped them learn how to think better, and helped them do better in school. Students also tended to agree that learning in two languages gave them a sense of accomplishment, gave them confidence to do well in school, and challenged them to do better in school than they would have otherwise. While there were no statistically significant group differences for most of these items, Hispanic, especially SB, students tended to have higher levels of agreement than Euro students. The difference was statistically significant for the item that the program challenged them to do better in school than they would have otherwise.

Figure 5. Benefits of Learning Through Two Languages

Most students also agreed that learning through two languages enabled them to get a better education, and their bilingualism would enhance their prospects of getting a better job. While almost all students felt that they would get a better job because of their bilingualism, Hispanic students were in stronger agreement with this idea than were Euro students (F(2,121) = 4.1, p < .05). In addition, Hispanic, especially SB, students were more apt to agree that being in the two-way program gave them a better education than they would have had if they had been in some other program, although the group difference was not statistically significant.

Most students also agreed that they remembered the program fondly, felt valued in it, were glad they participated in it, and would recommend it to other kids. As Figure 5 illustrates, more Hispanic students, especially SB, tended to agree with these items than Euro students. For the items about feeling valued in the program and being glad they were in the program, there were statistically significant group differences (F(2,119) = 6.6, p < .05, F(2,121) = 4.0, p < .05).

Figure 6. Achievement Compared to Non-Two-Way Peers

When students were asked how they compare in their schoolwork with peers who were not in a two-way program, a fifth of the students felt that they were behind students in non-two-way programs, whereas, 41% felt they were ahead of their peers. The remaining third of students felt their academic performance was comparable to that of their peers.

Students were also asked what they felt was the most important benefit of studying through Spanish. Job benefits (43%) came in first, however, a strong identity (24%) and having gotten a good education (17%) were also selected as the most important benefits.

Support for and Use of Spanish

Students were asked a variety of questions in which they were to indicate what support and encouragement or discouragement they received for speaking Spanish, the frequency with which they spoke Spanish, and the contexts in which they used Spanish.

When students were asked how often they used Spanish, from never (1) to daily (5), there was a statistically significant ethnic/language group difference (F(2,124) = 5.7, p < .01). According to Scheffé comparisons, Hisp-SB (M = 4.6) and Hisp-EB (M = 4.7) students used Spanish significantly more often than Euro students (M = 3.9). However, looking at the means, the Euro students did use Spanish weekly on average. Therefore, overall students were using Spanish on a regular basis.

Figure 7. Contexts in Which They Speak Spanish

In asking students with whom they use Spanish, Figure 7 shows that one quarter (Hisp-SB) to one third (Hisp-EB and Euro) of students did not use Spanish with family, family or personal friends, or in social settings. Few students, including only 9% of Hisp-SB, used Spanish with their parents. Another 10-26% spoke Spanish with family members. Overall, about 10% (Euro) to 30% (Hisp-SB) to 45% (Hisp-EB) of students used Spanish within a family context (with family or parents). Surprisingly few students (0-4%), even native Spanish speakers, used Spanish with close friends and another 0-11% spoke Spanish with family friends. From 15-45% of students used Spanish in some of these contexts.

Figure 8. Language Use at Home

Students' responses in rating how often they used each language at home (see Figure 8) revealed substantial variation by ethnic/language group (x2 = 55.6, p < .001). Not surprisingly, Euro students were most likely to use all English at home. However, the result that only 18% of native Spanish-speaking students use only Spanish at home was surprising. In fact, almost one quarter of these students were using all English or mostly English. In addition, 80% of Hispanic and 40% of Euro students were using both languages at home.

Similarly, when we look at language use with friends, there is also a statistically significant relation between language use and ethnic/language group (x2 = 25.6, p < .001). Few students used only Spanish with their friends, but 10-37% used mostly Spanish and some English, including the native English speaking students. In all, 55-82% of students spoke both languages, although English was more predominant. These data on language use are consistent with students' responses about how many of their friends speak Spanish: from none, one to two, small group (three to five), or many/most. Their answers did not vary by ethnic/language group. Few students said they had no friends who spoke Spanish (4-6%). Most students indicated that they had many or that most of their friends spoke Spanish, although the percentages varied from 55% among Euro students to 81% among Hisp-SB students. Thus, it is not surprising that many students used at least some Spanish with their group of friends.

It is one thing to know Spanish and have friends who speak it, but another for adolescents to feel comfortable speaking it in public. As Figure 10 illustrates, twice as many Hispanic students, both SB and EB (53-60%), compared to Euro (30%) students, felt "very comfortable" speaking Spanish in public. Overall, from 60-72% of students felt at least "comfortable" speaking Spanish. It is interesting that a quarter of students felt "very uncomfortable" speaking Spanish in public.

Figure 9. Language Use With Friends

Figure 10. Comfort Level Speaking Spanish in Public

This discomfort may reflect how students think that others perceive them speaking Spanish. Thus, students were asked how often they were made fun of and how often they were complimented when speaking Spanish, whether teachers ever put them down for using Spanish, and whether they were praised for being bilingual. Most students (77%) disagreed that teachers had ever put them down for using Spanish. Similarly, almost two-thirds of students said they had never (or maybe once) been made fun of for using Spanish, although this percentage varied from 55% for Euro to 80% for Hisp-EB students. About a quarter of students said they had been made fun of a few times. On the other hand, close to half of students (48%) said they had been complimented many times for their Spanish; Euro students (70%) perceived many more compliments than Hispanic students (45%). Similarly, 55% of Euro students had been praised by teachers or administrators for being bilingual compared to 41% of Hisp-SB and 36% of Hisp-EB students.

Questions were also asked about parents' pride in the students' bilingualism, and whether they encouraged students to keep up their Spanish. Almost all students perceived that their parents were proud that they were bilingual, although this result was stronger for Hispanic than Euro students. Also, the majority of students felt that their parents encouraged them to keep up their Spanish, with Hisp-EB parents stronger advocates of Spanish than the other parents.

One way for students to keep up their Spanish is to have siblings in the two-way program with whom they can practice their Spanish. At least three-fourths of students reported that they had a sibling in the immersion program.

Attitudes Toward Bilingualism and Proficiency in Spanish

Almost all of the students were proud of being bilingual, and they were also in agreement that they speak a language other than English. These findings hold regardless of the ethnic/language background of the students. However, these results also show that Hisp-SB students, while proud they were bilingual, were less likely to strongly agree that they speak a language other than English. Because they come from Spanish-speaking homes and are around native Spanish speakers more often than the other two groups of students, they most likely had a different—and higher—standard of comparison for evaluating their Spanish proficiency.

Tables 6 and 7 present results from the students' ratings of their proficiency in Spanish listening comprehension, fluency, vocabulary, and grammar. Three fourths of Hisp-SB and Euro students and half of Hisp-EB students rated themselves at a level 4 or 5 on the 5-point scale for listening comprehension. There was a statistically significant difference in ratings across the groups (x2 = 33.8, p < .001). It is interesting that a third of the Hisp-EB and 18% of the Hisp-SB students rated their listening comprehension at a level 1 or 2, whereas only 10% of Euro students did. With respect to fluency in Spanish, the distributions were quite different across the ethnic/language groups, although this variation was not statistically significant. Two-thirds of Hisp-SB, half of Hisp-EB, and one third of Euro students rated their fluency as a 4 or 5. Across all groups, about a third figured they were a level 4. However, a quarter of all Hisp-EB and Euro students, but only half as many Hisp-SB students, decided they should rate their fluency as a 1. At least two thirds of students rated themselves as a 3 or higher: 78% (Hisp-SB), 67% (Hisp-EB), and 65% (Euro).

As Table 7 shows, half of Hispanic students and one third of Euro students gave themselves a 4 or 5 for vocabulary. Between 14-22% of students did not feel that their vocabulary was adequate and rated it a 1. However, the majority of students rated their vocabulary at a level 3 or higher (75% for Hisp-SB, 64% for Hisp-EB, and 70% for Euro).

Spanish grammar received the lowest ratings, with one third to one half of students feeling like they had at least a good command (levels 4-5). Few students believed they were only a 1 (5-17%), although they were more likely to select 1 if they were Hisp-SB (17%) than Euro (5%). Most students rated themselves at least a 3 or higher (77% for Hisp-SB, 84% for Hisp-EB, and 85% for Euro). Again, Hisp-SB students rated themselves lower than Hisp-EB or Euro students. It is hard to believe that the Hisp-SB students had any less command over Spanish than their native English speaking peers in the two-way program.

Another question looked at how the students rated their ability to use Spanish with their friends in the classroom, from 1 (not at all fluent) to 5 (very fluent). Overall, students rated their fluency at least a 3.5 among friends, and there was a statistically significant ethnic/language group difference (F(2,2123) = 5.5, p <.01). According to Scheffˇ comparisons, Hisp-SB students (M = 4.3) scored significantly higher than Euro students (M = 3.6). In the classroom context, however, there was no statistically significant ethnic/language group variation. There were differences in the proficiency with which the various groups rated themselves in these two contexts. Using paired-comparison t-tests, Hisp-SB students rated their proficiency higher with peers than in the classroom (M = 4.3 vs. M = 4.1, t(76) = 2.6, p < .05). For the other two ethnic/language groups, there was no significant difference between their self-rated proficiency among friends compared to the classroom.

Students' level of proficiency with friends might have been influenced by their ability to use common adolescent language and appropriate colloquialisms. This type of communication, necessary for peer talk, is not typically found in the language used and learned in the classroom. When students were asked if they wished they had learned more colloquial Spanish, 70% of Euro students, 41% of Hisp-SB students, and 33% of Hisp-EB students agreed that they would have benefited from learning more colloquial Spanish.

Finally, students were asked to rate the extent to which they felt they were bicultural. Responses to this item varied but not significantly. Only 35% of Euro, 49% of Hisp-SB, and 65% of Hisp-EB students felt that they were bicultural. Because they were agreeing or disagreeing with the statement "I am bicultural," it is possible that many students did not perceive that they knew enough about Hispanic culture to agree or even strongly agree with that statement. About 30% of students were unsure, and another 20% of students disagreed. What is interesting is that the Hisp-EB students were more likely to feel bicultural than the Hisp-SB students.

Discussion

In sum, the results are generally very positive and show few differences among program participants. Most students possess fairly high academic competence and are motivated to do well in school. They value education and strongly believe that getting a good education is the best way to have a better life. Almost all students want a college degree, but Hispanic students more strongly do than Euro students. Hispanic students also understand that it is important to get good grades to get into college. Thus, with respect to their own academic competence and attitudes toward college, the students have very positive attitudes.

In terms of college preparation, most students engage to some extent in behaviors that are conducive to doing well in college: taking part in classroom discussions, going back over work they do not understand, taking time to figure out school work, and doing homework on time. In addition, most two-way students know the entrance requirements for various colleges and have attended college presentations at their high school.

Students are also enrolled in higher-level math classes (algebra II, trigonometry/calculus), which will help them prepare for college and get into more prestigious schools. At both grade levels (9-10 and 11-12), however, Euro students are taking higher-level math courses than their Hispanic peers. Interestingly enough, Hisp-SB students are more likely to be enrolled in higher-level math courses than their native English-speaking Hispanic peers. These results are in stark contrast to a number of studies that have demonstrated substantial differences in mathematics course-taking among different ethnic groups, with Hispanic and immigrant students typically enrolled in lower-level and basic math courses (Darling-Hammond, 1995; Olneck, 1995). Thus, these data demonstrating the higher level of advanced math courses among the Hispanic as well as Euro students are very encouraging as another step in preparing these students for college.

In terms of grades, Hisp-SB students have the poorest grades (most Bs/Cs/Ds), and Euro students have the highest grades (mostly As or As/Bs), especially in language arts and social studies. However, a much greater percentage of Hisp-SB students than Hisp-EB students earn As and Bs in language arts and social studies courses, content areas that would typically favor a native English speaker over an English learner. While Hisp-SB students receive fewer As and As/Bs in math and science than Hisp-EB students, they are taking higher level math courses.

As pointed out previously, the national rate for school drop out for Hispanic students, especially Hispanic ELLs, is higher than for any other ethnic group and has risen while it has decreased for other groups (Riley, 2000). Among the two-way students, most are in agreement that they are not inclined to drop out of school. Obviously, this is a sample of students who have so far stayed in school. However, even 87% of ninth and tenth graders, together with 93% of eleventh and twelfth graders, say they will not drop out of school. Of those who have at least considered dropping out, most say they will stay in school because they need an education. Only a very small percentage of Euro students, but one third of Hisp-EB and almost one half of Hisp-SB students feel that the two-way program has kept them from dropping out of school.

Students' attitudes toward the two-way program were very positive. Most believed that learning through two languages helped them learn to think better, made them smarter, and helped them do better in school. Students, especially Hispanics, felt valued in the two-way program, were glad they participated in it, and would recommend it to other students. Although most students were in agreement, Hispanic students felt even stronger that the two-way program challenged them to do better in school, gave them more confidence to do well in school, and gave them a better education.

Almost every student felt that being bilingual would help them get a better job. However, students differed in how they rated their use of and proficiency in Spanish. Overall, students used Spanish at least weekly, although Hispanics were more likely to use it on a daily basis. While one might assume that native Spanish speakers would continue to use more Spanish at home and with their friends, these students revealed otherwise. Only one fifth of Hisp-SB students use all Spanish at home and many use all or mostly English. Similarly, few Hisp-SB students use only Spanish with their friends, and most use both languages, although English predominates. While one fourth of students feel "very uncomfortable" speaking Spanish in public, most students feel comfortable. Twice as many Hispanics compared to Euros feel "very comfortable."

Most students rated their proficiency at a medium range; Hisp-SP students were slightly more likely to rate themselves in the higher range of proficiency. Most students felt that they were fluent in classroom discourse, while Hisp-SB students perceived their fluency with peers to be much higher than their fluency in the classroom. Euro students were much more likely to be complimented as well as praised by a teacher or administrator for speaking Spanish than were Hispanic students.

While almost all students were proud they were bilingual, ratings were lower when it came to examining biculturalism. Hisp-EB students were most likely to agree that they were bicultural and twice as likely as their Euro peers, with Hisp-SB falling in between.

Most students rated their school and classroom environments as conducive to learning: they feel safe; discipline is fair; there are few fights among different ethnic groups; there is little gang activity (although there is more at one school site than another); they do not feel discriminated against; they perceive that there are teachers who will help them if they need it; and they feel that teachers generally think they are smart. Whether the schools that these students attend would be considered to be "effective schools," —those typically associated with higher levels of achievement (Levine & Lezotte, 1995)—the students view them as possessing characteristics associated with effective schools and therefore higher achievement.

In looking at the differences between the two-way students and the comparison students, at first glance, most of the differences were not statistically significant. Each finding, in and of itself, could lead to the conclusion that the two-way program is no more advantageous for the Hispanic ELL student than other programs. However, when we examine the findings as a whole, there are a number of results that favor the two-way students. While both groups of students aspire to attend college, students in the two-way program are more prepared to move into a 4-year institution. Two-way students are more likely to want to go right to college than their comparison peers. This may be because Hisp-SB students know significantly more than their non-two-way peers about the entrance requirements and are more likely to have attended presentations about college. Thus, the two-way students are more likely to know that they need higher-level math courses. There was a huge difference in the enrollment in math courses; close to half of the comparison students were in basic math compared to only one Hisp-SB student, and no comparison students were in the advanced algebra II or trig/calculus courses compared with 41% of two-way students.

Taken together, these results are impressive on two counts. First, they demonstrate that high school students who participated in the two-way program achieved high levels of academic competence and motivation; developed ambitions to go to college and knowledge about how to pursue college; were proud to be bilingual and continued to use Spanish after they finished the program; and were very satisfied with the education they received in the two-way program.

Second, the results point to the development of a sense of "resiliency" among the Hispanic, particularly ELL and low income, students. These students have developed or appear to possess many of the characteristics of "resilient" students, described earlier in this report. These include certain internal traits, such as high self esteem, a motivation to study hard, and a belief in one's academic competence; the perception of a positive school environment; a supportive family that places a high value on education and influences and monitors the education of their children; and a peer group that values education and does not use drugs (Alva, 1991; Galindo & Escamilla, 1995; Gándara, 1995; Gándara, Larson, Rumberger & Mehan, 1998; Padrón, Waxman, & Huang, 1999). Thus, it is not surprising that more of these students have ambitions to attend college and will not drop out of school.

This research also points to further work that needs to be done. While we have seen that the Hispanic students want to attend college and know that getting a good education is important, they may be unclear about how to prepare for college. While they are aware of college entrance requirements, have attended presentations about college, and know that going to college and getting good grades are important, Hispanic, particularly Hispanic-SB, students need higher grades if they are to get into the 4-year colleges to which they aspire.

References

Appendix: Student Questionnaire

Please mark on the attached answer sheet the extent to which you agree or disagree with the following statements. Please answer as carefully and truthfully as you can, as there is not a particular right or wrong answer. Be sure to bubble in each response clearly. Make only one choice for each item. YOUR ANSWERS ARE CONFIDENTIAL!

1. I am good at my school work.



2. I like the way I am leading my life.



3. I am happy with myself most of the time.



4. Sometimes I feel pressured not to hang out with kids from another cultural group.
   
   
5. I think that all people should be treated equally.
   
   
6. Students of all ethnic backgrounds are valued at my school.
   
   
7. Most kids care about each other in my classes.
   
   
8. Most kids treat each other pretty equally in our classes.
   
   
9. I am a good student.
   
   
10. I like challenging problems because I enjoy trying to figure them out.
    
    
11. I like challenging schoolwork because I find it more interesting.
    
    
12. I can do almost any problem if I keep working at it.
    
    
13. Sometimes people think I'm not very smart because all they see is what I look like.
    
    
14. I don't feel safe at this school.
    
    
15. Discipline is fair at this school.
    
    
16. Fights often occur between different racial/ethnic groups at my school.
    
    
17. I feel comfortable getting help from at least one of my teachers.
    
    
18. I have at least one staff member at school that I can talk to.
    
    
19. I feel pretty accepted by students of most ethnic groups.
    
    
20. I like reading.
    
    
21. I like mathematics.
    
    
22. I like school.
    
    
23. I read well in English.
    
    
24. I can speak a language other than English.
    
    
25. My parents expect me to go to college.
    
    
26. My parents think I can do well in school.
    
    
27. My parents keep in touch with my teachers and know how I'm doing in school.
    
    
28. My parents make sure I get my homework done.
    
    
29. At home, I usually get to help make decisions about things that affect me.
    
    
30. My parents help me when I need it.
    
    
31. My parents expect me to do well in school.
    
    
32. My parents know who my friends are.
    
    
33. Most teachers that I have this year think I can do well in school.
    
    
34. I want to get a college degree.
    
    
35. When I have homework, I usually get it all done on time.
    
    
36. Getting a good education is the best way to have a better life when I'm older.
    
    
37. I don't care whether I understand something or not as long as I get the right answer.
    
    
38. I take part in class discussions.
    
    
39. When I'm with my friends at school, I usually end up doing what they want to do, even if I don't want to do it.
    
    
40. Teachers treat me like I'm smart.
    
    
41. It is very important to get good grades.
    
    
42. When doing my schoolwork, I guess a lot so that I can finish quickly.
    
    
43. I take my time to figure out my work.
    
    
44. I go back over schoolwork I don't understand.
    
    
45. I spend some time thinking about how to do my work before I start it.
    
    
46. I have someone who encourages me to do well in school.
    
    
47. I know the entrance requirements for the college I plan to attend.
    
    
48. I have attended presentations at my high school to prepare me for applying to college.
    
    
49. I spend most afternoons hanging out with my friends.
    
    
50. I don't do well in school-related stuff, but I am competent in something important to me.
    
    
51. One or more teachers has put me down for using my native language/dialect (e.g., Spanish, black English)
    
    
52. I feel a lot of pressure to join a gang.
    
    
53. I have at least one person I'm close to who uses drugs a lot.
    
    
54. There are gangs in my school.
    
    
55. My parents are too busy to spend time with me.
    
    
56. I feel valued at home by my parents.
    
    
57. My parents are pretty strict.
    
    
58. I feel valued at school by at least one teacher or staff member.
    
    
59. I feel valued at school by at least one student.
    
    
60. There is at least one thing I do well at school.
    
    
61. Some of my teachers now or in the past have treated me like I'm not very smart.
    
    
62. I have experienced discrimination at school because of my ethnic/racial background.
    
    
63. When I can't figure something out, I find someone who can help me.
    
    
64. I have someone outside my family (e.g., church, community agency, support group) I can turn to for help.
    
    
65. Most of my classmates now or in the past have treated me like I'm not very smart.
    
    
66. Good grades are important for getting into college.
    
    
67. I feel pressured by my peers not to do well in school.
    
    
68. Some of my friends think I'm better than them because I want to get a good education.
    
    
69. I feel like an outsider among my friends because I study hard.
    
    
70. I hang around with other kids who study a lot.
    
    
    For the following questions, select the answer that best describes what you think.
    
    
71. What is most current math class you've been enrolled in?
    a) Basic Math/General Math/Consumer Math
    b) Algebra
    c) Geometry
    d) Algebra II
    e) Trig or calculus
    
    
72. With whom do you primarily live?
    a) Mom and Dad
    b) Blended family (mom & stepdad/boyfriend; dad & stepmom/girlfriend)
    c) Mom as single parent
    d) Other relatives (grandparents, aunts/uncles)
    e) Other situation
    
    
73. What is highest level of education your mother has?
    a) elementary school
    b) junior high or some high school
    c) high school graduate
    d) some college/community college/trade school
    e) college degree
    
    
74. Throughout school, would you say that you were typically
    a) participating in the free or reduced price lunch program
    b) not participating in the free or reduced price lunch program
    
    
75. What are your college plans after high school?
    a) I plan to go to college right after high school
    b) I plan to go to college after a one-year break to travel or work
    c) I want to go to college eventually, but do something else first
    d) I don't want to go to college.
    
    
76. If you want to go to college, what type of college?
    a) 2 year community or vocational
    b) 4 year state university (e.g., San Jose State, UCLA)
    c) private university or college (Howard, Stanford)
    
    
77. To whom would you go for help if you had a school or homework-related problem? (Bubble in all that apply)
    a) Friend
    b) Parent
    c) Teacher/ Counselor
    d) Sibling/Other family
    e) Other
    (no bubble) None of the above
    
    
78. To whom would you go for help if you had a personal problem?
    (Bubble in all that apply)
    a) Friend
    b) Parent
    c) Teacher/ Counselor
    d) Sibling/Other family
    e) Other
    (no bubble) None of the above
    
    
79. I participate in the following types of community activities
    (Bubble in all that apply)
    a) church youth program
    b) boys or girls club or scouts
    c) junior achievement/tutoring
    d) volunteer at community agency
    e) Other
    (no bubble) None
    
    
80. I participate in the following types of extramural (after-school) activities
    (Bubble in all that apply)
    a) athletics (individual/team sports)
    b) performing arts (choir,band,orchestra,cheerleading,drama)
    c) school government leadership/clubs (yearbook, honor society, student government, leadership)
    d) work
    e) Other
    (no bubble) None
    
    
81. I would describe myself as:
    a) Latino/Hispanic/Mexican/Mexican American/Other Latino heritage
    b) African American/Black
    c) Anglo/White non-Hispanic
    d) Asian/Filipino/Chinese/Japanese/Korean
    e) Native American/Alaskan Native/American Indian
    
    
82. If you are biracial, which is the second group you identify with (select from above)
    
83. Which group do you mostly hang out with?
    a) Mostly Latino friends
    b) Mostly African American friends
    c) Mostly Anglo friends
    d) Mostly friends of other groups not mentioned
    e) A real mixed group—it's hard to say mostly any one group
    
    
84. How likely are you to drop out of high school before graduating?
    a) Definitely won't
    b) Probably won't
    c) Not sure
    d) Probably will
    e) Definitely will
    
    
85. If you have considered dropping out of school, why?
    a) to work
    b) pressure to join friends who have dropped out
    c) don't care about school
    d) Other
    
    
86. If you have considered dropping out but didn't, why not?
    a) My parents wouldn't let me
    b) Friends talked me out of it
    c) I really didn't want to
    d) A teacher, counselor or someone at school talked me out of it
    e) I need an education for my future
    
    
87. What has motivated you to continue in school?
    a) Role models/mentor/tutor
    b) Parents/other relatives
    c) Friends/classmates
    d) I really like school
    e) Thinking about my future
    
    
88. How likely are you to enroll in an Advanced Placement (AP) class in the future?
    a) Definitely won't
    b) Probably won't
    c) Not sure
    d) Probably will
    e) Definitely will
    
    
89. What kinds of grades do you usually get in math and science?
    a) mostly A's
    b) A's and B's
    c) B's and C's
    d) B's and C's and D's
    e) C's and D's
    
    
90. What kinds of grades do you usually get in English and social studies?
    a) mostly A's
    b) A's and B's
    c) B's and C's
    d) B's and C's and D's
    e) C's and D's
    
    
91. How important to you is it that you do well in school?
    a) Not at all important
    b) Not very important
    c) Somewhat important
    d) Very important
    
    
92. How important to your parents is it that you do well in school?
    a) Not at all important
    b) Not very important
    c) Somewhat important
    d) Very important
    
    
93. When you were in elementary school, what special programs did you participate in?
    (Bubble in all that apply)
    a) bilingual education—I was not proficient in English when I entered school
    b) bilingual education—I was proficient in English when I entered school
    c) special education
    d) speech classes
    e) gifted/talented
    (no bubble) None
    
    
94. If you were not proficient in English when you entered school, what type did you receive?
    a) Nothing B just survived in English
    b) ESL/Some specialized English instruction B for a year or two
    c) ESL/Some specialized English instruction B for many years
    d) bilingual (they used my home language) B for a year or two
    e) bilingual (they used my home language) B for most of elementary school
    
    
95. If you were not proficient in English when you entered school, how do you feel about the educational preparation you received?
    a) I learned to speak, read and write in English very well; and I can still speak my home language
    b) I learned to speak, read and write in English very well; BUT I can NOT really still speak my home language very well
    c) I learned to speak well in English, but not to read or write very well; and I can still speak my home language
    d) I learned to speak well in English, but not to read or write very well; BUT I can NOT really speak my home language very well
    
    
96. When I do well in school, the MAJOR reason is because:
    a) I studied hard
    b) I am smart
    c) the teacher explained things well
    d) the work was easy.
    
    
97. When I do poorly in school, the MAJOR reason is because:
    a) I did not study much
    b) I am not smart
    c) the teacher did not explain things well
    d) the work was too hard.
    
    
98. What is your current GPA in school?
    a) 3.5-4.0 (B+/A)
    b) 3.0-3.4 (B/B+)
    c) 2.5-2.9 (C+/B)
    d) 2.0-2.4 (C/C+)
    e) 1.5-1.9 (D+/C)
    
    
99. Have you taken the SAT or PSAT?
    a) Don't know what this is
    b) Didn't take it and won't
    c) Didn't take it, not sure if I will
    d) Have taken it or definitely will
    
    
THE END.... THANK YOU VERY MUCH!!!!!

ANSWER THE FOLLOWING QUESTIONS ONLY IF YOU WENT TO AN IMMERSION PROGRAM IN ELEMENTARY SCHOOL.



1	2	3	4	5
strongly agree	agree	neither agree nor disagree	disagree	strongly disagree

100. Learning two languages has helped me do better in school.
     
     
101. Knowing two languages will help me get a better job.
     
     
102. Learning Spanish is important so I can talk with Spanish-speaking people.
     
     
103. Learning two languages has made me smarter than if I had learned only 1 language.
     
     
104. Learning two languages helped me learn how to think better.
     
     
105. Learning two languages has given me more confidence to do well in school.
     
     
106. I want to continue studying and learning Spanish.
     
     
107. I try to find opportunities to use Spanish.
     
     
108. I'm glad I was in the Spanish immersion program.
     
     
109. One or two of my teachers speak Spanish (not Spanish teacher or immersion teacher).
     
     
110. I am proud that I am bilingual.
     
     
111. I've had a teacher or administrator praise me for using Spanish (not in a Spanish class).
     
     
112. I would recommend that other kids take the Spanish immersion program.
     
     
113. The Spanish immersion program challenged me to do better in school than I would have otherwise.
     
     
114. Because I was in the Spanish immersion program, people thought I wasn't very smart.
     
     
115. The Spanish immersion program gave me a greater sense of accomplishment.
     
     
116. The Spanish immersion program gave me a stronger sense of my identity.
     
     
117. I felt valued in the Spanish immersion program.
     
     
118. I remember the Spanish immersion program with fond memories.
     
     
119. The Spanish immersion program challenged me to think in different ways.
     
     
120. I got a better education in the Spanish immersion program than I would have in a regular class.
     
     
121. In looking back, I wish I hadn't been in the Spanish immersion program.
     
     
122. Being in the immersion program probably kept me from dropping out of school.
     
     
123. My parents encourage me to keep up my Spanish.
     
     
124. My parents are proud that I am bilingual.
     
     
125. I have/had a brother or sister in the immersion program.
     
     
126. I am bicultural.
     
     
127. I wish we'd learned in the Spanish immersion program how to use more colloquial speech in Spanish, the kind you use with friends.
     
     
     For the following questions, select the answer that best describes what you think.
     
     
128. How often do you use Spanish?
     a) Never
     b) Once or twice a year
     c) Monthly
     d) Weekly
     e) Daily
     
     
129. With whom do you use Spanish?v (Bubble in all that apply)
     a) Parents
     b) Family members
     c) Family friends
     d) Close friends
     e) Social settings (job, family events, parties)
     
     
130. What kinds of courses in Spanish have you taken since sixth grade?
     (Bubble in all that apply)
     a) Elementary or Intermediate Spanish
     b) Advanced Spanish or Spanish literature
     c) Spanish for Spanish/Native Speakers
     d) Content courses in Spanish
     e) None
     
     
131. How likely are you to enroll in an Advanced Placement (AP) Spanish language class in the future?
     a) Definitely or probably won't
     b) Not sure
     c) Probably will
     d) Definitely will
     e) I am in AP now
     
     
132. How comfortable do you feel speaking Spanish in public?
     a) Very uncomfortable
     b) Somewhat uncomfortable
     c) Somewhat comfortable
     d) Very comfortable
     
     
133. How many of your friends speak Spanish?
     a) None
     b) 1-2
     c) Small group (3-5)
     d) Many/most (6-10 or more)
     
     
134. How often has anyone made fun of you for speaking Spanish?
     a) Never or maybe once that I remember
     b) Few times
     c) Many times
     
     
135. How often has anyone complimented you for being able to speak, read or write in Spanish?
     a) Never or maybe once that I remember
     b) Few times
     c) Many times
     
     
136. At home, with your parents or brothers or sisters, how often do you speak in Spanish and English?
     a) I speak Spanish all of the time
     b) I speak Spanish most of the time; sometimes I speak in English
     c) I speak English most of the time; sometimes I speak in Spanish
     d) I speak English all of the time
     
     
137. When you talk with your school friends who are Spanish/English bilinguals, which language do you typically use when you meet after school or away from school?
     a) We speak Spanish all of the time
     b) We speak Spanish most of the time; sometimes we speak in English
     c) We speak English most of the time; sometimes we speak in Spanish
     d) We speak English all of the time
     
     
138. How would you rate your school-related skills compared to your friends who did not study in Spanish like you?
     a) I am definitely behind
     b) I may be a bit behind, but not very much
     c) I don't think I'm behind at all—we're about the same
     d) I may be ahead
     e) I am definitely ahead
     
     
139. In speaking Spanish, I would rate my grammar as:
     a) I can produce very basic sentence patterns but with frequent grammatical errors
     b) I can produce a few complex sentence constructions but with noticeable grammatical errors
     c) I can speak using a good range of complex patterns and grammatical rules. However, occasional errors are present
     d) I have a good command over a large range of complex grammar and errors are infrequent
     e) I can speak with a native-like command of complex grammatical patterns
     
     
140. In speaking Spanish, I would rate my fluency as:
     a) I can participate in a simple conversation on familiar everyday topics at slower-than-normal speed
     b) I can express myself using simple language, but make mistakes and pause a lot when I try to express complex ideas
     c) I can effortlessly express myself at near normal speed. Occasionally I have to slow down when expressing complex ideas and less-common expressions.
     d) I am generally fluent, but occasionally have minor pauses when I search for the correct manner of expression
     e) I have native-like fluency
     
     
141. In speaking Spanish, I would rate my vocabulary as:
     a) I have enough vocabulary to make simple statements and ask questions in a simplified conversation
     b) I have an adequate working vocabulary. I know some synonyms and can express simple ideas in a few ways
     c) I have enough vocabulary to participate in everyday conversation & know many alternate ways of expressing simple ideas
     d) I have enough vocabulary to participate in more extended discussions on various topics. I also know some nuances of some words and expressions
     e) I have an extensive native-like vocabulary
     
     
142. In speaking Spanish, I would rate my listening comprehension as:
     a) I can understand simple questions & statements in short dialogues or passages if they are repeated at slower-than normal speed
     b) I can understand the main point(s) of a short dialogue/passage if spoken at slower-than-normal speed;may need repetition
     c) I can understand most of what is said (all main points and most details) at near normal speed
     d) I can understand nearly everything at normal speed, although occasional repetition may be necessary
     e) I can understand everything at normal speed like a native speaker
     
     
143. On a scale of 1 (not at all fluent) to 5 (very fluent), how would you rate your ability to use Spanish with your friends or family?
     
144. On a scale of 1 (not at all fluent) to 5 (very fluent), how would you rate your ability to use Spanish in the classroom?
     
     
145. The most important benefit in studying in Spanish was that:
     a) I am able to speak with other Spanish speakers
     b) I have a stronger bilingual/bicultural identity
     c) I will have better job/career advantages
     d) I got a good education
     
     
146. The second most important benefit in studying in Spanish was that:
     a) I am able to speak with other Spanish speakers
     b) I have a stronger bilingual/bicultural identity
     c) I will have better job/career advantages
     d) I got a good education
     
     

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     The work reported herein and the editing and production of this report were supported under the Educational Research and Development Centers Program, Cooperative Agreement Number R306A60001-96, as administered by the Office of Educational Research and Improvement, U.S. Department of Education. However, the contents do not necessarily represent the positions or policies of the National Institute on the Education of At-Risk Students, the Office of Educational Research and Improvement, or the U.S. Department of Education, and you should not assume endorsement by the Federal Government.

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     Impact of Two-Way Bilingual Elementary Programs on Students' Attitudes Toward School and College Research Report 10.
     
     © 2001 by the Center for Research on Education, Diversity & Excellence, Santa Cruz, CA and Washington, DC.

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     Center for Research on Education, Diversity & Excellence University of California 1156 High Street Santa Cruz, CA 95064 831-459-3500 831-459-3502 (fax) crede@cats.ucsc.edu www.crede.ucsc.edu

     CREDE Dissemination Center for Applied Linguistics 4646 40th Street NW Washington, DC 20016 202-362-0700 202-362-3740 (fax) crede@cal.org www.cal.org/crede

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