Differences in the Reading Performance of Texas Grade 4 Black Students as a Function of Their Gender and Economic Status: A Multiyear, Statewide Investigation

Purpose The overarching purpose of this journal-ready dissertation was to determine the extent to which Grade 4 Black students differed in their reading performance on the Texas state-mandated assessment by their gender and by their economic status. Specifically addressed was the degree to which differences were presented in their ability to understand and analyze a variety of texts across genres, in their ability to understand and to analyze literary texts, and in their ability to understand and to analyze informational texts. Also examined was their performance at the three different grade level performance standards (i.e., Approaches Grade Level, Meets Grade Level, and Masters Grade Level). The final purpose was to determine the extent to which trends were present in their reading performance across three school years (i.e., 2016-2017, 2017-2018, 2018-2019). Method For these quantitative analyses, a causal-comparative research design was utilized. Texas statewide archival date from the State of Texas Assessment of Academic Readiness (STAAR) Reading assessment for Grade 4 students was requested and obtained from the Texas Education Agency Public Education Information Management System for the 2016-2017, 2017-2018, and 2018-2019 school years.

Findings Black girls outperformed Black boys on the Texas state mandated reading assessment, STAAR, for all three years and in all reporting categories. More Black girls reached the Approaches Grade Level, Meets Grade Level, and Masters Grade Level standards than Black boys in all three years. Regarding reading achievement by economic status, Black boys who were poor had lower reading test scores than Black boys who were not poor in all three reporting categories in all three years. Lower percentages of Black boys who were poor met each grade level standard than Black boys who were not in poverty. Similarly, Black girls who were poor had lower reading test scores than Black girls who were not poor in all three reporting categories in all three school years. Lower percentages of Black girls who were poor met the three grade level standards than Black girls who were not poor. Results in all three articles were consistent with the existing research literature regarding poverty and reading achievement.