Download or read book DIFFERENCES IN READING PERFORMANCE OF TEXAS ELEMENTARY SCHOOL STUDENTS AS A FUNCTION OF ECONOMIC STATUS GENDER AND ETHNICITY RACE written by Jenny McGown and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose The purpose of this journal-ready dissertation was to examine the extent to which degree of economic status, gender, and ethnicity/race are related to the reading achievement of Texas elementary school students. The first purpose was to analyze the degree to which differences exist in reading performance by degree of economic disadvantage for elementary school students. A second purpose was to examine the extent to which differences are present in reading performance between boys and girls in elementary schools. Finally, a third purpose was to determine the extent to which differences are present in reading performance for four different ethnic/racial groups (id est, Asian, White, Hispanic, and Black) of elementary school students. Archival data from the Texas Education Agency Public Education Information Management System was analyzed to make these determinations. A multiyear statewide analysis of academic performance of the state-mandated reading assessments in Grade 3 was used to determine the degree to which trends were present in reading performance by economic status, between boys and girls, and among different ethnic/racial groups. Method A causal-comparative research design was used in this quantitative study. Grade 3 STAAR archival data were obtained for the 2012-2013 through the 2014-2015 school years. Each of the three Reporting Categories was analyzed to determine if differences existed by degree of economic status, gender, and ethnic/racial groupings. Additionally, the percentage of students meeting the Level II Final Satisfactory Performance Standard was analyzed to determine progress in closing historic achievement gaps. Findings Students who were extremely poor had statistically significant lower average scores than students who were moderately poor on the Grade 3 STAAR Reading assessment. Both groups of students in poverty had lower reading scores than students who were not poor. Boys had statistically significantly lower average scores than girls in all reporting categories. Trends present across ethnic/racial groups were that Hispanic and Black students had statistically significantly lower average scores than Asian and White students and Black students had the statistically significant lowest average scores. Results were congruent with the existing literature regarding economic status, gender, and ethnicity/race as factors influencing literacy.
Download or read book Differences in the Reading Achievement of Texas Grade 3 English Language Learners as a Function of Their Economic Status Ethnicity Race and Gender written by Gideon D. Schleeter and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose The purpose of this journal-ready dissertation was to examine the degree to which differences were present in the reading achievement of Grade 3 English Language Learners by their economic status, ethnicity/race, and gender. Specifically analyzed in the first investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed among English Language Learners who were Not Poor (id est, did not qualify for the reduced or free lunch program), for English Language Learners who were Moderately Poor (id est, qualified for the reduced lunch program), and for English Language Learners who were Extremely Poor (id est, qualified for the free lunch program). In the second investigation, the current Texas state-mandated assessment in reading was examined to determine the extent to which test scores differed by the ethnicity/race (id est, Asian, Black, Hispanic, and White) of English Language Learners. The purpose of the third investigation was to ascertain the degree to which reading scores were different between English Language Learner boys and girls. By examining three years of Texas statewide data in each article, the degree to which trends were present in the reading performance by the economic status, ethnicity/race, and gender of Grade 3 English Language Learners was determined. Method A casual comparative research design was used herein. Texas archival data on English Language Learners were analyzed for the 2012-2013 through the 2014-2015 school years. Inferential statistical procedures were calculated to determine whether differences in reading were present by economic disadvantage, ethnicity/race, and gender. Findings For each statistical analysis, as the poverty level of English Language Learners decreased, their reading performance was statistically significantly lower. Regarding ethnicity/race, Asian English Language Learners had statistically significantly higher reading performance than Hispanic, Black, and White English Language Learners in every analysis. Hispanic English Language Learners had the statistically poorest reading performance in most comparisons. White, Hispanic, and Black English Language Learners, had similar results throughout the comparisons. Concerning gender, English Language Learner girls outperformed English Language Learner boys in all statistical analyses. Results were congruent with existing literature regarding the relationship of economic status, ethnicity/race, and gender with reading performance. The electronic version of this dissertation is accessible from http://hdl.handle.net/20.500.11875/2313
Download or read book Emergent Bilingual Students and Their Academic Performance written by John R. Slate and published by Cambridge Scholars Publishing. This book was released on 2023-09-07 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: Emergent Bilinguals, formerly known as English Language Learners, are one of the fastest growing subgroups in the United States. Their educational needs are not well met by the educational system. In this book, we report results of empirical, multiyear studies about their reading and mathematics performance, both at the elementary school and high school levels. Given that state education agencies collect enormous amounts of information that are typically not well analyzed, this book serves as an exemplar of secondary data analyses. Educational leaders, educational researchers, and legislators and policymakers, will find the chapters in this book useful. Findings from these statewide analyses can provide readers with baselines of the performance of Emergent Bilingual students, prior to the Covid-19 pandemic, in reading and in mathematics. Changes in instructional practices and in educational programming could be made based upon the numerous statistical results present in this book.
Download or read book The Impacts of Demographic Factors in Predicting Student Performance on a State Reading Test written by T. Nelson Ikegulu and published by . This book was released on 2004 with total page 23 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: The overall goal of the No Child Left Behind Act (NCLB) of 2001 is to close, by the end of the 2013-2014 academic year, "the achievement gap between high- and low- performing students, especially the achievement gap between minority and non-minority students and, between disadvantaged children and their more advantaged peers" (NCLB, 2001, Sec. 1001[3]). Under the federal NCLB mandates, adequate yearly progress (AYP) targets must be set for the entire period from 2002 to 2014 in order to ensure that all students and all schools eventually meet the content and performance standards adopted in their respective states. It was within this context that the Texas Education Agency (TEA) launched its Texas Assessment of Knowledge and Skills (TAKS) in spring 2003 to improve its accountability system. The accountability provisions in NCLB clearly refer to two demographic variables underlying the current inequity in public education: economic disadvantage and race/ethnicity. It is obvious that the essence of accountability, according to the NCLB, is accountability for subgroups, particularly subgroups that have historically been disadvantaged by their low income and minority statuses. It is therefore important to investigate the extent to which student performance on the 2002-2003 TAKS was determined by economic disadvantage and minority status, so that the Beaumont ISD Superintendent of Schools, School Board members, and the cabinet may have a clear baseline picture by which it can judge how well Beaumont Independent School District schools and students will be leveling the playing field from 2002 up to 2014 to ensure educational equity. Purpose: The objective of the present study was to examine the impact of three demographic variables: poverty, ethnicity, and gender on the risk of a student failing to meet the TAKS reading proficiency standards in 2003. Research Design: Purposeful with four grade levels (3rd, 5th, 8th, and 10th) and three research questions. Study Sample and Setting: Students were drawn from all of the 29 elementary and secondary schools Beaumont ISD. There are 24 (16 elementary, two high, and six middle schools) school-wide Title 1 campuses in BISD. The total sample consisted of 75 teachers (11 male and 64 females) with average cumulative length of service as 12.89 years (minimum was two and maximum was 37 years); and 35%, 15%, and 50% of these teachers were African, Hispanic, and Caucasian Americans respectively. There were a total of 6,112 students in this study: 1,648 third graders, 1,560 fifth graders, 1,502 eight graders, and 1,402 tenth graders. Intervention and Control/Comparison Condition: None. Data Collection and Analysis: Data for this present investigation were collected from the district's database and state's achieves at the campus level namely the Texas state Academic Excellence Indicator System (AEIS) database of the State of TEA for the 2001-2003 school years. Within the TEA database are information about individual students and teachers and campuses. The dependent variable in this study is the binary variable of pass/fail (pass = 1, fail = 0). The event of failure (0) is modeled in logistic regression. Findings: The three-predictor model can correctly classify 65.0%, 64.8%, 64.5%, and 64.8% of the students into the "pass" or "fail" group at grades 3, 5, 8 and 10 respectively. That is, without any consideration to academic capability, roughly 65% of the students' TAKS reading results could be correctly placed. Conclusions: As expected, girls have a significantly lower failure rate than boys in reading across the grade levels, with statistically significant odds ratios of 0.73, 0.61, 0.54 and 0.49 for grades 3, 5, 8 and 10 respectively. The present study is limited by the absence of many other demographic variables that might conceivably have contributed to the failure rates on the 2002-2003 TAKS reading tests. It also faced the methodological challenge of how to include numerous smaller subgroups into the analyses. The predicted probabilities of failure used in classifying the students into the predicted pass and fail groups may be optimistically biased because the predicted results and the actual results are from the same data. Validations using 2004-2005 and 2005-2006 TAKS data are under consideration. (Contains 4 tables.).
Download or read book The Interaction of Race Gender and Socioeconomic Status in Education Outcomes written by Lynn Claire Burbridge and published by . This book was released on 1991 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Communities in Action written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-04-27 with total page 583 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome.
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 810 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Tracking the Gap written by Aundrea R. J. Lane and published by . This book was released on 2015 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goals of this study were to evaluate achievement gaps between varying sub-group populations (i.e., ethnicity, gender, and socio-economic status) as well as estimate which student-level and or school-level characteristics account for variance in reading growth over time. This longitudinal study followed a cohort of 2,077 students (1st -- 5th grade) nested within one school district's 21 elementary schools. The participant's early literacy (Letter Sound Fluency), reading-curriculum based measure (R-CBM), and Illinois Standards Achievement Test (ISAT) scores were analyzed utilizing univariate and multivariate analyses of variance (ANOVAs and MANOVAs). School-level characteristics were entered into hierarchical linear models to evaluate variance in reading growth trends across time. Outcomes identified significant mean differences between varying ethnic, gender, and socio-economic (SES) groups; with Asian and White students scoring higher than their African American and Hispanic/Latino peers, females scoring higher than males, and high SES students scoring higher than their low SES peers. Follow-up analyses showed significant interactions between varying ethnic and SES group populations; with African American students eliminating the African American-White gap under high SES conditions. Finally, hierarchical models showed that on average Asian and White students scored higher on R-CBM and ISAT assessments than their African American and Hispanic/Latino peers across time; similar findings were shown between gender and SES groups. Models also revealed that Asian and African American students demonstrated significant decelerations in R-CBM growth across time in comparison to their White and Hispanic/Latino peers. These analyses provided little evidence to support the impact of school-level characteristics on existing differences in sub-group growth rates. The implications of this study expand achievement gap research and provide more evidence to deepen our understanding of the achievement gap.
Download or read book Reading Literacy in the United States written by and published by . This book was released on 1994 with total page 710 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Differences in Reading Performance of Elementary School Children written by Patricia Louise Bord and published by . This book was released on 1964 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Among School Policies Practices and Resources Student Reading Proficiency and Racial Differences in Proficiency written by George Terhanian and published by . This book was released on 2000 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Role of Demographic Factors in Predicting Student Performance on a State Reading Test written by Russell Uyeno and published by . This book was released on 2006 with total page 15 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: The Hawaii Department of Education (HDOE) launched its Hawaii State Assessment (HSA) in spring, 2002, within the context of the No Child Left Behind Act (NCLB) Act of 2001 and its mandates to close the "achievement gaps" between subgroups of students. Thus, it is important to investigate the extent to which student performance on the 2002 HSA was determined by economic disadvantage and minority status to provide a clear baseline to judge progress in Hawaii's public schools to ensure educational equity. Purpose: The present study addresses three specific research questions: (1) To what extent is HSA reading performance influenced by gender, poverty or ethnicity separately? (2) Is there a general pattern of the effects due to the three demographic variables across the grade levels? (3) How accurate are the predictive models with respect to different racial/ethnic subgroups? Study Sample: The data set includes 9,257 third graders (75.35% of all third graders who took the HSA), 9,602 fifth graders (77.01%), 8,043 eighth graders (75.73%), and 6,504 tenth graders (71.72%). Findings: Girls have significantly lower failure rates than boys. Students eligible for free or reduced price lunch have significantly higher failure rates than their ineligible peers. East Asian and White have quite similar failure rates, which are clearly lower than those of the Filipino and Hawaiian groups. A general logistic model consisting of three main effects can correctly classify about 65% of the students in each grade and maintain a fairly consistent pattern of significant effects due to gender, low-income status and ethnicity. The racial/ethnic distribution of incorrect predictions of the model (false negatives and false positives) deviates drastically from the expected proportions at each grade level. Conclusion: This research provides a preliminary understanding of what roles gender, low-income status, and race/ethnicity, played, individual jointly, in determining students' reading performance in the NCLB baseline year of 2002. The research also reveals the hitherto undocumented success story that many educationally disadvantaged Filipino and Hawaiian students, with support from Hawaii's public education system, have proved to be capable of overcoming their odds of failure and reaching the HSA proficiency level. (Contains 4 tables.).
Download or read book Differentiation and the Brain written by David A. Sousa and published by Solution Tree Press. This book was released on 2011-02-25 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examine the basic principles of differentiation in light of what current research on educational neuroscience has revealed. This research pool offers information and insights that can help educators decide whether certain curricular, instructional, and assessment choices are likely to be more effective than others. Learn how to implement differentiation so that it achieves the desired result of shared responsibility between teacher and student.
Download or read book Effects of Gender on Reading Achievement in Elementary and Middle School Students written by Darlene A. Bondley and published by . This book was released on 2005 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to determine if gender affects reading achievement. The study took place among a student body of 1000 students in grades K-8 in an elementary and middle school with high socioeconomic status and low diversity in their populations. Results obtained from the Gates MacGinitie standardized reading test indicated no significant differences in reading achievement between genders in these two schools.
Download or read book Poverty and Literacy written by Nathalis Wamba and published by Routledge. This book was released on 2014-07-16 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a mutual dependence between poverty and academic achievement, creative pedagogies for low-income pupils, school models that ‘beat the odds’, and the resiliency of low-income families dedicated to the academic success of their children. This book examines the connection between poverty and literacy, looking at the potential roles and responsibilities of teachers, school administrators, researchers, and policymakers in closing the achievement gap and in reducing the effects of poverty on the literacy skill development of low-income children. There are numerous suggestions about how to improve schools so that they respond to the needs of low-income children; some argue for school reform, while others advocate social reform, and yet others suggest combining both educational reform and social reform. Without a strong foundation in literacy, children are all too often denied access to a rich and diverse curriculum. Reading and writing are passports to achievement in many other curricular areas, and literacy education plays an important role in moving people out of poverty toward greater self-sufficiency post-graduation. Schools and home environments share responsibility for literacy skill development; in school, literacy equals the acquisition of reading and writing skills, but it is also a social practice key to social mobility. The achievement gap between low-income, middle-class, and upper middle-class students illustrates the power of socioeconomic factors outside school. This book was originally published as two special issues of Reading & Writing Quarterly: Overcoming Learning Difficulties.
Download or read book Social Class and Ethnic Group Differences in Learning to Read written by Victoria Seitz and published by . This book was released on 1977 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Differences in Teacher Gender and Ethnic racial Composition in Texas Public Schools written by Myriam Quintero Khan and published by . This book was released on 2014 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:
