Ethnic/Racial Differences in Mathematics Performance of Texas Grade 3 Students: A Statewide, Multiyear Study

Autor/inn/en	Davenport, Gaylon; Slate, John R.
Titel	Ethnic/Racial Differences in Mathematics Performance of Texas Grade 3 Students: A Statewide, Multiyear Study
Quelle	In: International Journal of Modern Education Studies, 7 (2023) 1, S.153-183 (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Slate, John R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Racial Differences; Ethnicity; Mathematics Achievement; Grade 3; Elementary School Students; Achievement Tests; Mathematics Tests; Computation; Algebra; Geometry; Measurement; Data Analysis; Financial Literacy; Academic Standards; Texas; State of Texas Assessments of Academic Readiness (STAAR) + Suchen Sie Ihr Suchwort? Rassenunterschied; Ethnizität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 03; 3. Schuljahr; Schuljahr 03; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Geometrie; Messverfahren; Auswertung
Abstract	In this investigation, the extent to which differences were present in the mathematics achievement by the ethnicity/race of Grade 3 students in Texas were analyzed. Data obtained from the Texas Education Agency Public Education Information Management System for all Texas Grade 3 students who took the State of Texas Assessment of Academic Readiness Mathematics exam were examined for the 2016-2017, 2017-2018, and 2018-2019 school years. In all three years analyzed, statistically significant differences were revealed in overall mathematics achievement and in all four Mathematics Reporting categories. Inferential statistical analyses revealed a clear stair-step effect. Asian students were the highest performing ethnic/racial group in all four Mathematics Reporting categories and all three performance level standards, followed by White, Hispanic, and Black students. Suggestions for future research and implications for policy and practice were provided. (As Provided).
Anmerkungen	International Journal of Modern Education Studies. Available from: Mevlut Aydogmus. Necmettin Erbakan University Ahmet Kelesopglu Education Faculty A-319 Meram Konya, 42000, Turkey. e-mail: ijonmes@gmail.com; Web site: https://www.ijonmes.net/index.php/ijonmes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01