Author: Jenny McGown
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages :
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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.
Author: Gideon D. Schleeter
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages :
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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
Author: John R. Slate
Publisher: Cambridge Scholars Publishing
ISBN: 1527531910
Category : Education
Languages : en
Pages : 285
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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.
Author: T. Nelson Ikegulu
Publisher:
ISBN:
Category :
Languages : en
Pages : 23
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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.).
Author: Lynn Claire Burbridge
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 44
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Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309452961
Category : Medical
Languages : en
Pages : 583
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Book Description
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.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 810
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Author: Aundrea R. J. Lane
Publisher:
ISBN: 9781339069401
Category : Academic achievement
Languages : en
Pages : 181
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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.
Author: Patricia Louise Bord
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 182
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Author: George Terhanian
Publisher:
ISBN:
Category :
Languages : en
Pages : 159
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