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This paper describes an evaluation of the effectiveness of bilingual education programs in developing literacy skills for children in school and first-grade levels in North Carolina. This will be achieved through assessing the effectiveness of two literacy abilities programs- the English-only program and English-Spanish app- in creating native and second languages' literacy abilities. The English-Spanish courses follow the traditional bilingual education (TBE) application. Teachers in the said bilingual program have achieved their own bilingual education certificates. State law also mandates that the teachers assigned to teach in bilingual programs in North Carolina must possess the appropriate bilingual teacher certificate (De Ramírez & Shapiro, 2007, p.798). The TBE is composed of an incremental method of understanding English for young students. This test focuses on young students, because they're the principal recipients of TBE applications and they're also the principal interest of this evaluator. At the participating schools, the bilingual education system offers content area instruction in Spanish, while English is introduced progressively. In school, pupils obtained instruction in Spanish 90% of the time, but as they go to higher grade levels, the amount of instruction that use native language is reduced to add more instruction using English. As an example, by level 5, the amount of education provided in English has been greater (80%) than the amount of education provided in Spanish (20%) (De Ramírez & Shapiro, 2007, p.798). The significance of this test is that it will ascertain if it's true that TBE is a thriving program in helping native and second language literacy abilities. The analysis from De Ramírez and Shapiro...