Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award


Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)



First Advisor

David Baral

First Committee Member

Dennis Brennan

Second Committee Member

Margaret Anne Langer

Third Committee Member

William Webster, Sr.

Fourth Committee Member

Deann Christianson


The purpose of this study was to determine (1) the relationship of placement in Spanish/English bilingual classrooms to the achievement of native-English speakers; (2) the relationship of sex to the achievement of these students; (3) the characteristics of the program in which these students are enrolled; (4) the extent to which native-English speakers are taught Spanish; (5) the extent to which native-English speakers enhance the learning opportunities for LEP students; (6) and the perception of teachers and administrators towards these students. The sample consisted of 182 students from nine schools, half of whom were in the control group and half in the experimental group. The sample also consisted of 40 teachers and 10 principals from 12 schools. The findings of this study indicated that there is no significant difference in achievement between native-English speakers who enroll in bilingual classrooms and those who do not. It was also found that gender was not a factor in achievement. However, it was found that there were significant differences between school sites in both reading and mathematics achievement. The findings indicate that most classrooms have bilingual paraprofessionals, that most teachers group for instruction, and that most report using simultaneous translation. Few teachers report doing much SSL or Spanish content area instruction. The findings suggest that bilingual classroom assignment is not detrimental to the academic achievement of native-English speakers and can even be an enriching experience if the students receive second language and cross-cultural instruction. They also suggest that there is a need for more staff development for administrators and teachers on bilingual education. In summary, the results of this study may provide information which can lead to policy and design changes in relation to bilingual programs.



To access this thesis/dissertation you must have a valid email address and log-in to Scholarly Commons.

Find in PacificSearch Find in ProQuest



If you are the author and would like to grant permission to make your work openly accessible, please email


Rights Statement

Rights Statement

In Copyright. URI:
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).