DIFFERENCES IN THE READING PERFORMANCE OF TEXAS GRADE 4 STUDENTS AS A FUNCTION OF THEIR ECONOMIC STATUS, GENDER, AND ETHNICITY/RACE: A MULTIYEAR, STATEWIDE INVESTIGATION

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dc.contributor.advisorSlate, John R.
dc.creatorHarris, LaTracy V.
dc.date.accessioned2018-12-10T19:10:10Z
dc.date.available2018-12-10T19:10:10Z
dc.date.created2018-12
dc.date.issued2018-10-25
dc.date.submittedDecember 2018
dc.date.updated2018-12-10T19:12:19Z
dc.description.abstractThe purpose of this journal-ready dissertation was to examine the extent to which economic status, gender, and ethnic/racial differences were present in the reading achievement of Texas Grade 4 students. In the first article, the extent to which economic status (i.e., Not Poor, Moderately Poor, and Very Poor) is related to the reading achievement of Texas Grade 4 students was examined. In the second article, the degree to which gender differences might exist in the reading performance of Texas Grade 4 students was addressed. In the third study, the extent to which ethnic/racial (i.e., Asian, White, Hispanic, Black) differences might be present in the reading performance of Texas Grade 4 students was determined. For each of these studies, archival data from the Texas Education Agency Public Education Information Management System were analyzed. An analysis of academic performance for the 2012-2013, 2013-2014, and 2014-2015 school years on the state-mandated reading assessments for Texas Grade 4 students was conducted to determine the degree to which trends were present in reading performance by economic status, between boys and girls, and among four different ethnic/racial groups.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/20.500.11875/2559
dc.language.isoen
dc.subjectEconomically disadvantaged
dc.subjectPoverty
dc.subjectGender
dc.subjectEthnicity/race
dc.subjectLiteracy
dc.subjectTexas
dc.subjectGrade 4
dc.subjectSTAAR reading test
dc.subjectReporting Category
dc.subjectLevel II Final Satisfactory Performance Standard
dc.titleDIFFERENCES IN THE READING PERFORMANCE OF TEXAS GRADE 4 STUDENTS AS A FUNCTION OF THEIR ECONOMIC STATUS, GENDER, AND ETHNICITY/RACE: A MULTIYEAR, STATEWIDE INVESTIGATION
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentEducational Leadership
thesis.degree.grantorSam Houston State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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