Browsing by Subject "Economic status"
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Item DIFFERENCES IN COLLEGE-READINESS RATES FOR STUDENTS WHO WERE ENROLLED IN SPECIAL EDUCATION IN TEXAS: A MULTIYEAR, STATEWIDE INVESTIGATION(2016-10-12) Holden, Catherine N.; Slate, John R.; Moore, George W.; Barnes, Wally; Lunenburg, Frederick C.Purpose The purpose of this journal-ready dissertation was to examine the extent to which college-readiness rates of Texas high school graduates differed by disability category and by economic status for students who qualified for special education services. The first purpose was to analyze the degree to which differences were present in college-readiness rates by disability category of Texas high school graduates who qualified for special education services. A second purpose was to determine the extent to which differences were present in college-readiness rates by economic status of Texas high school graduates who were Learning Disabled. Finally, a third purpose was to examine the degree to which differences were present in college-readiness rates by economic status of Texas high school graduates who were Emotionally Disturbed. Each of these three research studies involved an analysis of three years of Texas statewide data. As such, the extent to which consistencies were present in the college-readiness rates of these groups of students was ascertained. Method In this causal-comparative research design, archival data were obtained and analyzed from the Texas Education Agency Public Education Information Management System for the 2008-2009 through the 2010-2011 school years. Inferential statistical procedures were calculated to determine whether differences were present in reading, mathematics, and both subjects college-readiness performance among four groups of students who were enrolled in special education (i.e., Learning Disability, Emotionally Disturbed, Other Health Impaired, Speech or Language Impaired); for students who were Learning Disabled by their economic status; and for students who were Emotionally Disturbed by their economic status. Findings The college-readiness rates in reading and mathematics for students who were Learning Disabled were statistically significantly higher than the college-readiness rates for students with an Emotional Disturbance, Other Health Impairment, or a Speech or Language Impairment. Students who had an Other Health Impairment had higher college-readiness rates in both subjects than the other three disability categories. For students with Learning Disabilities, very low college-readiness rates were present. For students with an Emotional Disturbance, not a single student with an Emotional Disturbance met the college-readiness standard in reading, mathematics, and both subjects.Item Differences in Mathematics Skills of Texas High School Boys as a Function of Ethnicity/Race and Economic Status: A Multiyear Statewide Study(2016-10-12) Alford-Stephens, Tamika; Slate, John R.; Moore, George; Lunenburg, Frederick C.The purpose of this journal-ready dissertation was to determine the extent to which ethnicity/race and economic status were related to the mathematics achievement of Texas high school boys. For the first journal article, the degree to which differences were present in overall mathematics achievement for high school boys by ethnicity/race (i.e., Asian, White, Hispanic, and Black) were examined. In the second investigation, differences in specific mathematics skills by ethnicity/race (i.e., Asian, White, Hispanic, and Black) for high school boys were determined. Finally, in the third study, the degree to which differences were present in specific mathematics skills between Black boys who were Extremely Poor, Moderately Poor, and Not Poor were examined. Eight years of archival data from the Texas Education Agency Public Education Information Management System were analyzed for each of these three investigations. Analyzing 8 years of Texas statewide data permitted a determination regarding the presence of trends in mathematics performance. Method For this multi-year quantitative study, a causal-comparative research design was used. Archival TAKS Exit Level Mathematics data previously obtained from the Texas Education Agency Public Education Information Management System for the 2004-2005 through the 2011-2012 school years were analyzed. The degree to which differences in mathematics achievement and skill development existed by ethnicity/race (i.e., Asian, White, Hispanic, and Black) and economic status was examined. Findings During the 2004-2005 through the 2011-2012 school years, large differences were identified in the mathematical competence of Texas high school boys by ethnicity/race (i.e., Asian, White, Hispanic, and Black) and level of poverty. For each year of this study, Asian boys outperformed White, Hispanic, and Black boys in overall mathematics achievement on the TAKS Exit Level Mathematics assessment. Asian boys also had statistically significant higher scores than White, Hispanic, and Black boys on each of the 10 TAKS Exit Level Mathematics Objectives for each year of this multi-year investigation. Black boys consistently had the lowest mathematics achievement and skill development, particularly Black boys who were Extremely Poor. Results of these empirical investigations were commensurate with the existing literature regarding ethnicity/race and economic status and their relationship to mathematics proficiency.Item Issues in Mexican American education: Addressing the academic needs of Mexican American students at the secondary level(2010-12) Alvarez, Ricky A; Benavides, Alfredo H.; Midobuche, EvaIn light of the growing number of ethnic minority adolescents in the United States, it has long been recognized that the level of educational attainment of Mexican-American students is below to that of other ethnic minority communities in the United States. From towering impoverishment rates, lower parental education, dilapidated neighborhoods and communities, to a clash of culture, marginalized education, and impersonal behaviors, Mexican-American students have endured an educational challenge that has become more difficult to win than imagined. Entailed by cultural identity, exceptionalities, language, gender, economic status, health, beliefs, values, and perceptions of education, this thesis will not only make possible recommendations for the plight among Mexican-American education, but will also investigate the socioeconomic, sociocultural, and the supplementary issues and factors that influence the academic advancement of Mexican-American students at the secondary level.Item MOBILITY AND STUDENT ACHIEVEMENT IN TEXAS: A MULTIYEAR, STATEWIDE INVESTIGATION(2016-08-04) Bostick, Benjamin Mark; Slate, John R.; Martinez-Garcia, Cynthia; Moore, George W.Purpose The first purpose of this journal-ready dissertation was to investigate the relationship of mobility to student achievement in Grade 6 students when controlling for economic status and not controlling for economic status. The second purpose was to examine the relationship of mobility to Grade 7 students’ academic achievement when controlling for and not controlling for economic status. Finally, the third purpose was to examine the relationship of mobility to the academic achievement of Grade 8 students when controlling for and not controlling for economic achievement. Method A non-experimental research design was used in this study. Participants were selected from the Texas Education Agency Public Education Information Management System. This database is publicly accessible and contains archival data about students’ enrollment, demographic, and testing history. Archival data were obtained for the 2002-2003, 2003-2004, 2004-2005, 2005-2006, 2006-2007, and 2007-2008 school years for Grade 6, 7, and 8 students in an accountability subset for a campus or district. Raw scores from the Texas Assessment of Knowledge and Skills Reading, Mathematics, Science, and Writing tests were analyzed to determine if mobility, as measured by a student being enrolled at a campus less than 83% of the school year, had an effect on academic achievement, and if that effect persisted when controlling for economic status. Findings Results were consistent across all three grade levels and all subject areas. Statistically significant results were present for all analyses when controlling for and not controlling for economic status. Effect sizes for the relationship between economic status and academic achievement were large. Effect sizes for the relationship between mobility and academic achievement were trivial when controlling for and not controlling for economic status. Average scores for mobile students were between 1.93 and 3.69 points lower than the average scores of non-mobile students in reading; 2.57 and 5.63 points lower than the average scores of non-mobile students in mathematics; 1.66 and 2.42 points lower than the average scores of non-mobile students in writing; and 4.65 to 5.02 points lower than the average scores of non-mobile students in science. As such, results were congruent with the extant literature.Item Teacher characteristics and race/ethnic and economic disparities in academic achievement at the start of elementary school(2009-08) Hamilton, Madlene Patience; Crosnoe, Robert; Reyes, Pedro,1954-As an exploration of some of the major provisions of NCLB, this dissertation applies the resource substitution perspective (Mirowsky & Ross, 2003) to the early years of elementary school and examines various forms of teacher human capital (e.g., educational background, certification, experience) to capture the pool of potential compensatory resources for segments of the child population deemed at-risk for academic problems because of their race/ethnicity and/or economic status. The research literature concerning teacher effects on academic performance and disparities in the elementary grades (vs. later levels of schooling) is limited, and the prevailing research on teacher effects in general either focuses on factors that are less relevant to early childhood education or provide mixed results. Applying multilevel modeling and other statistical techniques to data from the Early Childhood Longitudinal Study-Kindergarten Cohort, I found that poor and non-poor Black children are consistently the most at-risk groups in math between kindergarten and third grade and in reading by the end of third grade. Poor Black and poor Hispanic children appear to benefit more from teachers who have regular and/or elementary certification than their non-poor White peers. In general, Hispanic children tend to be more responsive to resources in the early grades than other at risk groups.