Differences by Economic Status in Grade 3 Reading Performance: A Texas Multiyear Study

Autor/inn/en	McGown, Jenny A. M.; Slate, John R.
Titel	Differences by Economic Status in Grade 3 Reading Performance: A Texas Multiyear Study
Quelle	In: Athens Journal of Education, 6 (2019) 3, S.189-207 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Elementary School Students; Grade 3; Reading Skills; Reading Achievement; Achievement Gap; Economically Disadvantaged; Poverty; Low Income Students; Reading Tests; Scores; Texas; Texas Assessment of Academic Skills + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Reading skill; Lesefertigkeit; Leseleistung; Armut; Lesetest
Abstract	In this investigation, differences in the reading performance as a function of degree of economic disadvantage for Texas Grade 3 students were examined. Data were obtained from the Texas Education Agency on all Texas Grade 3 students for the 2012-2013, 2013-2014, and 2014-2015 school years. In all analyses, statistically significant differences, with small to moderate effect sizes, were present in reading performance, as measured by the State of Texas Assessment of Academic Readiness, by student economic status. For all three Reading Reporting categories, a "stair-step of achievement effect" was present in that the greater the degree of poverty the lower student reading scores were. Analyses of passing standards revealed a similar pattern in that the greater the degree of poverty, the less likely students were to meet the passing standard. Suggestions for future research and implications for policy and practice were made. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01