| The primary purpose of this study was to determine the impact of the newcomer program within an urban school district in Texas and its effect on the student achievement of immigrant students enrolled in this type of innovative program. The main objective of this study was to determine whether or not the program had been successful based on students' improvements in English language skills over a 3-year period of immigrant students who entered into the newcomer program in the school year of 2004-2005. Effectiveness was measured by evaluating the states' standardized language acquisition results from the Reading Proficiency Test in English (RPTE) and the Texas Oral Proficiency (TOP) over a 3-year period as well as comparing Texas Assessment of Knowledge and Skills (TAKS) scores in reading and math to the students' 9th grade scores, TAKS scores in English language arts and math to the students' 10th grade scores, and the students' 11th grade English language arts and math TAKS scores. Data showed no difference between the treatment group and comparison group on any of the four hypotheses.;Many districts across Texas were trying to develop an understanding of effective ways to serve newcomer students who had no English literacy, interrupted educational backgrounds, or had a strong foundation in their native language This study failed to show any progress due partially to the missing data for some students. Newcomer programs needed to be evaluated in a manner separate from an overall ESL program evaluation. To demonstrate effectiveness data needed to be examined and documented yearly through an implementation process to determine whether the program was truly making a difference for newcomer students. These students should be coded and accounted for in school accountability systems so that while they remain in the program and after they have exited the program, their progress can continue to be tracked for several years. |
