Texas Grade 3 Underrepresented Boys and Economic Status Differences in Reading: A Statewide, Multiyear Study
Abstract
In this statewide, multiyear analysis, the extent to which differences were present in reading by the economic status of Grade 3 Asian, Black, and Hispanic boys was determined. Specifically examined was the relationship of poverty to the three State of Texas Assessment of Academic Readiness (STAAR) Reading Reporting Categories for Grade 3 Asian, Black, and Hispanic boys in the 2015-2016 through the 2018-2019 school years. Also examined was the relationship of poverty to the STAAR Grade Level Phase-in Standards for Grade 3 Asian, Black, and Hispanic boys. Inferential statistical analyses revealed the presence of statistically significant differences in reading as a function of the economic status of Asian boys, Black boys, and Hispanic boys. In every instance, Asian boys, Black boys, and Hispanic boys who were Poor were outperformed by their counterparts who were Not Poor. Considering the majority of students in Texas come from poverty backgrounds, these findings are of great concern. Implications of these findings and recommendations for future research are discussed.
Full Text:
PDFReferences
Burney, V. H., & Beilke, J. R. (2008). The constraints of poverty on high achievement. Journal for the Education of the Gifted, 31(3), 171-197. https://doi.org/10.4219/jeg-2008-771
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, CA: Sage.
David, K. A., & Marchant, G. J. (2015). Achievement gaps in the United States: Race, poverty, and interactions over ten years. The International Journal of Assessment and Evaluation, 22(4), 1-15. https://doi.org/10.18848/2327-7920/CGP/v22i04/48378
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). Thousand Oaks, CA: Sage.
Gardner-Neblett, N., & Iruka, I. U. (2015). Oral narrative skills: Explaining the language-emergent literacy link by race/ethnicity and SES. Developmental Psychology, 51, 889-904. https://doi.org/10.1037/a0039274
Hamilton, H. A., & Slate, J. R. (2019). Differences in Grade 3 reading by the economic status of students of color: Much cause for concern. Asian Journal of Interdisciplinary Research, 2(4), 97-104. https://doi.org/10.34256/ajir19410
Harris, L. (2018). Differences in the reading performance of Texas Grade 4 students as a function of economic status, gender, and ethnicity/race: A multiyear statewide study. Doctoral Dissertation, Sam Houston State University, Huntsville, TX.
Hernandez, D. J. (2011). Double jeopardy: How third-grade reading skills and poverty influence high school graduation (NICHD, R24 HD044943). Retrieved from The Annie E. Casey Foundation website: https://www.aecf.org/resources/double-jeopardy/
Johnson, R. B., & Christensen, L. B. (2017). Educational research: Quantitative, qualitative, and mixed approaches (6th ed.). Thousand Oaks, CA: Sage.
McGown, J. A. (2016). Differences in reading performance of Texas elementary school students as a function of economic status, gender, and ethnicity/race: A multiyear statewide study. Doctoral Dissertation, Sam Houston State University, Huntsville, TX.
National Assessment of Educational Progress. (2019). NAEP report card: Reading. Washington, DC: U.S. Department of Education.
National Center for Children in Poverty. (2017). Putting research to work for children and families. Retrieved from http://www.nccp.org/profiles/TX_profile_7.html
Onwuegbuzie, A. J., & Daniel, L. G. (2002). Uses and misuses of the correlation coefficient. Research in the Schools, 9(1), 73-90.
Reardon, S., Valentino, R., & Shores, K. (2012). Patterns of literacy among U.S. students. Future of Children, 22(2), 17-37. https://doi.org/10.1353/foc.2012.0015
Schleeter, G. D. (2017). Differences in the reading achievement of Texas Grade 3 English Language Learners as a function of their economic status, ethnicity/race, and gender: A multiyear statewide study. Doctoral Dissertation, Sam Houston State University, Huntsville, TX.
Slate, J. R., & Rojas-LeBouef, A. (2011). Calculating basic statistical procedures in SPSS: A self-help and practical guide to preparing theses, dissertations, and manuscripts. Ypsilanti, MI: NCPEA Press.
Stanovich, K. E. (2017). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Journal of Education, 189(2), 23-55. https://doi.org/10.1177/0022057409189001-204
Stinnett, M. (2014). The influence of poverty on literacy achievement. Illinois Reading Council Journal, 42(3), 65-69.
Texas Administrative Code. (2019). Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.pdf
Texas Assessment. (2019). All about the STAAR test. Retrieved from https://texasassessment.com/families/all-about-the-staar-test/
Texas Education Agency. (2003). Enrollment in Texas Public Schools. Retrieved from https://tea.texas.gov/sites/default/files/Enroll_2001-02.pdf
Texas Education Agency. (2017). STAAR performance labels and policy definitions. Retrieved from https://tea.texas.gov/sites/default/files/STAAR_Performance_Labels_and_Policy_Definitions.pdf
Texas Education Agency. (2019a). Economically Disadvantaged Status Reports. Retrieved from https://rptsvr1.tea.texas.gov/adhocrpt/adstc.html
Texas Education Agency. (2019b). House Bill 3. Retrieved from https://tea.texas.gov/sites/default/files/HB3_2-Pager.pdf
Texas Education Agency. (2019c). Texas Essential Knowledge and Skills. Retrieved from https://tea.texas.gov/Academics/Curriculum_Standards/TEKS_Texas_Essential_Knowledge_and_Skills
DOI: https://doi.org/10.51383/jesma.2021.1
Journal of Educational Studies and Multidisciplinary Approaches © 2023 by Journal of Educational Studies and Multidisciplinary Approaches is licensed under CC BY 4.0
