Successful African American students in two-way immersion programs: Parent and student perceptions
Bibliographic record
Abstract
The purpose of this study was to examine perceptions of possible factors that\nlead to academic success for African American children who participated in two-way\nimmersion programs. In order to examine the perceptions, the following areas were\nexplored: 1.) The evolution of the academic achievement gap that exists between African\nAmerican and Anglo children and the reasons theorists gave as to why the gap exists, as\nwell as the importance of this connection to two-way immersion program participation\n2.) The evolution of the modern two-way immersion language program via its\ndevelopment through bilingual education, and 3.) The development of Canadian twoway\nimmersion language programs, and how political, economic, and cultural factors\nhave impacted their successful implementation.\nThe research method consisted of purposeful sampling of six African-American\nchildren in fourth and fifth grade who are participants in an elementary two-way\nimmersion language program and their primary caregivers. The interviews were audio\ntaped with notes taken for clarity. The data revealed that the primary caregivers perceived the participation of their\nchildren in a two-way language immersion program to be an educational move which\nwould enhance the lives of their children economically, educationally and socially. The\nprimary caregivers maintained involvement in the education of their children through\nfacilitating homework completion in Spanish, communicating with teachers on a regular\nbasis, participating in PTO, and facilitating structured and unstructured extra curricular\nactivities with family and friends. The children perceived positive teacher interaction to\nplay an important role in their academic success. They had positive experiences speaking\nSpanish with friends, family, and persons that they did not know.\nThe primary caregivers perceived that the school and the district did not provide\nenough additional support to facilitate Spanish language acquisition for their children.\nThis would indicate that more support from the school and the district is needed for\nfuture groups of African-American children in two-way immersion language programs.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".