Differences in Student College Readiness in Reading, in Mathematics, and in Both Subjects by Ethnicity/Race and Gender: A Multiyear Statewide Study

The purpose of this journal-ready dissertation study was to examine the extent to which differences were present in college readiness in reading, mathematics, and in both subjects for Texas high school students by their demographic characteristics. In the first investigation, the degree to which ethnic/racial (i.e., Black and White) differences were present in college readiness in reading, in mathematics, and in both subjects was determined. Concerning the second investigation, the extent to which differences existed in college readiness in reading, in mathematics, and in both subjects between Hispanic and White students was addressed. Regarding the third investigation, the degree to which gender differences was present exist in college readiness in reading, in mathematics, and in both subjects was ascertained. In each of these three investigations, data for five school years (i.e., 2012-2013, 2013-2014, 2013-2015, 2015-2016, and 2016-2017) were analyzed.

A non-experimental, causal comparative research design was used in this study in which Texas archival data were analyzed for the 2012-2013 through the 2016-2017 school years. Inferential statistical procedures were calculated to determine the differences in college readiness in reading, in mathematics, and in both subjects by ethnicity/race (i.e., Black and White students in study one and Hispanic and White students in study two) and gender in study three.

In the first investigation, White students were statistically significantly more college ready in reading, in mathematics, and in both subjects than were Black students in each of the five school years. In the second study, White students were statistically significantly more college ready in reading, in mathematics, and in both subjects than were Hispanic students in all five school years. In the third investigation, results were mixed as girls were statistically significantly more college ready in reading in three school years; boys were more college ready in mathematics in four school years; and girls were more college ready in both subjects in three school years. Effect sizes for the first two studies were moderate to large, whereas the effect sizes for the gender differences study were small.