| Bilingual education programs in Texas vary in terms of methodology across the state, within districts, and from classroom to classroom resulting in a lack of reportable data of outcomes and student gains. Using a mixed method embedded design with parallel tracking, this study measured career earnings, acculturation levels, and social outcomes for first generation bilingual education participants and non-participants in one Texas school district which served as a federally supervised site since 1968, assuring implementation of justice department mandates to integrate schools and offer bilingual education to non-English speakers. The researcher employed t tests, ANOVA repeated measures over time, and Chi-square analysis to determine quantitative findings of data gathered through an unstructured interview process. Chi-square analysis was used to assert or reject the null hypothesis and alternative hypothesis for questions targeting acculturation and social outcomes. An estimated 84 individuals were required for non-probability snowball sampling based on GPower analysis of the 100--200 viable selection pool still living of the original population. Qualitative data was collected through field research employing naturalistic observation of free narratives reported with a post-modern worldview, allowing for differences in recall. By using a targeted circular design, a bridge is created that exposes the instructional practices that were common during the beginning of the language support model and economic outcomes for individuals educated within or outside of the accepted model. The opportunity to voice contrasting aspects of both models allows the academic community to re-evaluate and examine present practice to assure that previously identified negatives are worked out of academically acceptable delivery norms. In doing so, errors are utilized to benefit and improve the process. Academic leaders can use the information to recognize effective and non-effective instructional practice. In a mixed method study the understanding that the qualitative aspects of the research impact the quantitative data acknowledges that the process in inherently interwoven into a singular experience that can be evaluated through a circular qualitative research design which is useful for the purpose of continual improvement. |
