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Program Evaluation: Initiatives for Students with Limited English Proficiency

TEA administers grant funds for programs to address the unique needs of Texas public school students who are non-native English speakers, referred to in the school system as Limited English Proficient (LEP). Spanish is the dominant language of this group, though there are over 100 different languages spoken in the homes of these children. Several evaluations of grant programs are provided on this page. The evaluation reports and executive summaries are available in PDF format from the links below.

Texas Pre-Kindergarten Limited English Proficiency Program

The Texas Pre-Kindergarten Limited English Proficiency (Pre-K LEP) program was created to address the educational needs of LEP preschool students and was evaluated based on data collected during the 2008-09 school year. 

The report and executive summary are available from the links below:

Evaluation of the Texas Pre-Kindergarten Limited English Proficiency Program: Baseline Findings from the 2008-09 School Year (TEA, December 2008)
Executive Summary (8 pages)

Limited English Proficient-Student Success Initiative

With funding beginning in 2004, the Limited English Proficient-Student Success Initiative (LEP-SSI) grant program provided intensive instruction to LEP students, as well as training materials and other resources to their teachers. The primary goal of this program was to help these students meet state performance expectations. Texas A&M University provided an accompanying report, which evaluated the quality and extent of technical assistance provided to grantees.

The reports and executive summaries are available from the links below:

Final Evaluation of the Texas A&M University System's Support Activities Related to the Limited English Proficient Student Success Initiative (Southwest Educational Development Laboratory, August 2007)
Executive Summary (13 pages)

Evaluation of Texas A&M University System's Support Activities Related to Limited English Proficient Student Success Initiative, Cycle 1 Grants (Southwest Educational Development Laboratory, April 2006)
Executive Summary (9 pages)

    Reading Language Acquisition Program

    The Reading Language Acquisition (RLA) program was designed to increase struggling readers' language acquisition and reading ability.

    The evaluation of RLA appears in the Student Success Initiative 2009-2010 Biennium Evaluation Report. The reports and executive summaries are available from the links below:

    The Student Success Initiative: 2009-2010 Biennium Evaluation Report (TEA, January 2011)
    Executive Summary (9 pages)

    The Student Success Initiative: An Evaluation Report (TEA, January 2009)
    Executive Summary (13 pages)

     Contact: ProgramEval@tea.texas.gov

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