Differences in Meeting College and Career Readiness in Mathematics as a Function of the District's Rural Setting: A Statewide Investigation
The purpose of this journal-ready dissertation was to determine the extent to which a rural school district setting was related to the performance on the College and Career Readiness standard in mathematics for African American boys, Hispanic boys, and girls in the State of Texas. In contrast to urban districts that tend to offer greater opportunities in advanced mathematics coursework, the relationships between a school district setting and enrollment in advanced mathematics coursework had not been explored to determine how African American boys, Hispanic boys, and girls performed in rural school districts across the state of Texas (i.e., Rural Remote, Rural Distant, and Rural Fringe).
The research design in this journal-ready dissertation was a causal comparative design. Archival data were downloaded from the Texas Academic Performance Reports using a Public Information Request for the 2016-2017, 2017-2018, and 2018-2019 school years. Each data file for the 1,068 public school institutions had the total number of annual graduates, the percent of graduating girls meeting college ready, the percent of graduating Hispanic boys meeting college ready, and the percent of African American boys meeting college ready in mathematics.
Descriptive statistics were calculated for all rural school district types combined and then separately. Inferential statistics were conducted, and no statistical significance were present across the three rural school district types across the 2016-2017, 2017-2018, and 2018-2019 school years. Observed in this investigation at least 70% of African American boys were not college ready in mathematics across all three school years in rural school settings. Of importance to this investigation, two-thirds of Hispanic boys who graduated from rural school districts in Texas were not college ready in mathematics even though the Hispanic community was the fastest growing community as reported in the 2020 US Census. Consequently, less than one-fifth of all high school female graduates in the State of Texas had not met a college ready indicator in mathematics in contrast to 55% of female graduates who were not college ready in mathematics when they graduated from one of the three rural type settings across the 2016-2017, 2017-2018, and 2018-2019 school years.