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the data were collected. Figure 4-1 shows the change in total English
scores between October and May. Figure 4-2 shows the change in Spanish
for the same period.
Writing subsection
In the writing subsection of the LAB, the participants showed a
gain of 4.08, while the nonparticipants gained 3.0 in English between
fall and spring test administrations. In Spanish, the participants'
scores increased by .8, while the nonparticipants1 scores decreased by
.31. Comparisons between groups and seasons indicate a statistically
significant difference between groups and seasons in English but not in
Spanish. Figure 4-3 shows the change in writing scores in English
between October and May. Figure 4-4 shows the change in Spanish for
the same period.
Discussion of Findings Regarding Hypothesis and Research Questions One
In spite of the care that was taken in designing and conducting
the research, there are several flaws in the process. Two different
groups of language sample raters were used to rate the students'
language samples. The purpose for using two groups was to have raters
who were very familiar with the languages. These two groups of raters
were chosen because of their experience in working with bilingual
children. Cuban-American teachers rated the Spanish; U.S. teachers
rated the English. Each group received scoring training in scoring the
language samples according to the instructions provided by the test
producers (De Avila & Duncan, 1981). Nevertheless, it is highly