Texas High School ELA Question of the Day
Test your knowledge with a hand-picked multiple-choice question.
From a statewide education report on bilingual program outcomes in Texas: The argument claims that recent gains are real but uneven, reshaping the distribution of outcomes rather than lifting all regions equally. Figure 2 pairs a stacked area chart (program participation by model over eight years) with a slopegraph (region-level proficiency ranks from Grade 3 to Grade 5 for the same cohorts). The area chart reveals a shift from transitional models to dual-language models, while the slopegraph shows several regions trading places in rank even as statewide proficiency rises. A legend differentiates models; a footnote explains that cohorts are matched longitudinally and that small-cell counts are suppressed. The text uses these visuals to argue that policy should target capacity-building in regions where ranks decline despite overall improvement.
What does the pairing of the stacked area chart with the slopegraph contribute to the author's purpose?