The academic impact and results of second language acquisition for Latino English Learners as measured by standardized performance assessments in reading at two Bilingual Developmental K-8 schools in Wisconsin

Given the dynamics of the growing population of Latino English Learners (ELs) in Wisconsin, there is a need to examine the effects of Dual Language bilingual programming. The primary purpose of this study was to examine the impact of a long-term second language program on standardized assessments in two K-8 schools in Wisconsin. The study examined a four-year analysis of data on the performance of Latino ELs. Second, the study dealt with documenting the perspectives of a non-probability sample of K-8 teachers regarding the impact of language acquisition on reading achievement.;This study was intended to correlate the influence that language acquisition had on standardized assessments. The researcher utilized an explanatory sequential mixed methods design. The data collection advanced in two distinct phases with rigorous quantitative and qualitative sampling. A summary of the data and a hierarchical regression analysis for variables predicting the Wisconsin Knowledge and Concepts Examination (WKCE) score was examined. An original model, developed by the researcher, was presented and provided as a visual representation regarding the findings of the study.;This inquiry sought to provide an understanding of the experiences and challenges confronting Latino ELs in their attempt to define their future and establish themselves in American schools. The reading was not aimed to mark the end of a path but to share a journey in which ideas and findings explained here, could become standard practice for policy makers. The research served as a tool for reflection as this study addressed some societal issues such as social justice and educational equity; issues much broached in defense of poor children in American inner city schools. The teachers viewed the assessment of ELs as punitive and a threat to their children's educational development. The State, at the time of this writing, had not yet addressed "scientifically" nor "research proven", the needs of language learning communities in the school district.