Texas Grade 3 Underrepresented Boys and Economic Status Differences in Reading: A Statewide, Multiyear Study

Autor/inn/en	Hamilton, Heather; Lunenburg, Frederick C.; Slate, John R.; Barnes, Wally
Titel	Texas Grade 3 Underrepresented Boys and Economic Status Differences in Reading: A Statewide, Multiyear Study
Quelle	1 (2021) 1, S.8-39 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lunenburg, Frederick C.) ORCID (Slate, John R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Grade 3; Elementary School Students; Males; Asian American Students; African American Students; Hispanic American Students; Poverty; Reading Achievement; Socioeconomic Status; Correlation; At Risk Students; Disproportionate Representation; Racial Differences; Ethnicity; Texas + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Male; Männliches Geschlecht; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Armut; Leseleistung; Socio-economic status; Sozioökonomischer Status; Korrelation; Rassenunterschied; Ethnizität
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. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01