Browsing by Subject "Ethnicity/Race"
Now showing 1 - 7 of 7
Results Per Page
Sort Options
Item Differences in Discipline Consequence Assignments by Ethnicity/Race and Economic Status for Texas Grade 6, 7, and 8 Girls: A Statewide Analysis(2017-10-17) Coleman, Crystal L.; Slate, John R.Purpose The purpose of this journal-ready dissertation was to examine the extent to which differences were present in discipline consequence assignments by the ethnicity/race and economic status for Grade 6, 7, and 8 girls in Texas. In the first investigation, the degree to which discipline consequence assignments differed by the ethnicity/race of Grades 6, 7, and 8 girls was addressed. In the second study, the extent to which discipline consequence assignments differed for Black girls by their economic status was investigated. Finally, in the third investigation, the degree to which discipline consequence assignments were different for Hispanic girls by their economic status was determined. The two discipline consequences of in-school suspension and out-of-school suspension were analyzed for four school years and separately for each grade level in each of the three investigations. As such, this multiyear analysis permitted a determination of trends, if present, in the differential assignment of discipline consequences. Method In this multiyear investigation, a non-experimental, causal comparative research design was used. Archival data analyzed in this investigation were previously obtained from the Texas Education Agency Public Education Information Management System for the 2012-2013, 2013-2014, 2014-2015, and 2015-2016 school years. The degree to which differences were present in discipline consequence assignments by student demographic characteristics (i.e., ethnicity/race and economic status) of girls in Texas middle schools was determined. Findings For all four school years, statistically significant differences were present in the assignment of both in-school suspension and out-of-school suspension by the ethnicity/race and economic status of Grade 6, 7, and 8 girls in Texas. Black girls received the highest rates of these two discipline consequences, followed by Hispanic girls. With respect to economic status, Black and Hispanic girls who were Extremely Poor had the highest rates of these two discipline consequences, followed by Black and Hispanic girls who were Moderately Poor. In this multiyear investigation, a stair-step effect (Carpenter et al., 2006) was clearly present in the assignment of discipline consequences by the ethnicity/race and the economic status of Grade 6, 7, and 8 girls in Texas. Results were congruent with the extant literature.Item Differences in Texas community college certificate completion rates by ethnicity/race, gender, and institution enrollment(2017-04-04) Godley, Scott; Moore, George W.; Slate, John R.; Fuller, Matt B.Purpose The purpose of the first study within this journal-ready dissertation was to determine the extent to which ethnicity/race-based differences were present in Texas community college completion rates specifically within workforce certificate programs. Regarding the second study, the purpose was to determine the extent to which gender differences were present in the Texas community college completion rates specifically within workforce certificate (i.e., non-degree) programs. The purpose of the third study was to investigate the extent to which differences in enrollment size influenced the Certificate I and Certificate II completion rates among different ethnic/racial groups. Method In this causal comparative study, archival data from the Texas Higher Education Coordinating Board were analyzed to determine the extent to which differences were present in workforce certificate programs (i.e., Level 1 Certificate and Level II Certificate). Completion rate data also were collected regarding gender, ethnicity/race, and student enrollment. These student outcomes were analyzed for the 2005-2006, the 2010-2011, and 2014-2015 academic years. Findings The only ethnic/racial group to yield statistically significant results for Level I Certificate and Level II Certificate completion rates for all years analyzed were Hispanic community college students. They had the greatest percentage point growth in Level I Certificate and Level II Certificate attainment compared to the remaining ethnic/racial groups. The statistically significant completion rates for White students decreased by more than 10 percentage points for both credentials over the 10-year period. Male students represented the majority of Level I Certificate completers for nine of the 10 years associated with this study. The completion rates for male community college students increased to 56.75% by the 2014-2015 academic year. The percentage of male community college students who obtained a Level II Certificate credential steadily increased over the 10-year period; however, female students still represented the majority of completers (i.e., 58.70%) by the 2014-2015 academic year. Certificate completion rates for both credentials among Hispanic students gradually increased across all institution sizes between the 2005-2006 academic year and the 2014-2015 academic year. Meanwhile, the Level I Certificate and Level II Certificate completion rates among White students decreased across all institution sizes.Item Differences in the college-readiness rates of English Language Learners by gender, economic status, and ethnicity/race: A Texas statewide, multiyear investigation(2017-09-25) Resilla, Clare Amparito; Slate, John R.Purpose The purpose of this journal-ready dissertation was to determine the degree to which differences were present in reading, mathematics, and both subjects college-readiness for English Language Learners who were enrolled in Texas high schools. In the first investigation, the extent to which English Language Learner boys differ in their college-readiness from English Language Learner girls was addressed. In the second study, the degree to which college-readiness differed by the economic status of English Language Learners was ascertained. Finally, in the third investigation, the extent to which college-readiness differed by the ethnicity/race of English Language Learners was determined. In each of these three empirical investigations, eight years of Texas statewide public school data were analyzed. Through this multiyear analysis, the degree to which trends were present in college-readiness of English Language Learners as a function of their gender, economic status, and ethnicity/race was determined. Method A non-experimental, causal-comparative research design (Creswell, 2009) was used in this study. Analyzed were archival data from the Texas Education Agency Public Education Information Management System for the 2004-2005 through the 2010-2011 school years. Independent variables were gender, economic status, and the ethnicity/race of Texas English Language Learners and the dependent variables were the reading, mathematics, and both subjects college-readiness performance. Findings With respect to gender, English Language Learner girls outperformed English Language Learner boys in reading college-readiness and in both subjects college-readiness, whereas English Language Learner boys outperformed English Language Learner girls in mathematics college-readiness. Regarding economic status, English Language Learners who were economically disadvantaged had lower college-readiness in reading, mathematics, and in both subjects than English Language Learners who were not economically disadvantaged. Concerning ethnicity/race, Asian English Language Learner had higher college-readiness in all three areas than did White, Hispanic, and Black English Language Learners. Of note was that no White English Language Learners in Texas were college-ready in any of the three areas in any of the 7 school years and that low percentages of English Language Learners were college-ready. Results were consistent across the 7 years of school data that were analyzed. Implications for policy and recommendations for research were provided.Item Differences in the Reading Achievement of Texas Grade 3 English Language Learners as a Function of their Economic Status, Ethnicity/Race, and Gender: A Multiyear Statewide Study(2017-10-19) Schleeter, Gideon; Slate, John R.Purpose The purpose of this journal-ready dissertation was to examine the degree to which differences were present in the reading achievement of Grade 3 English Language Learners by their economic status, ethnicity/race, and gender. Specifically analyzed in the first investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed among English Language Learners who were Not Poor (i.e., did not qualify for the reduced or free lunch program), for English Language Learners who were Moderately Poor (i.e., qualified for the reduced lunch program), and for English Language Learners who were Extremely Poor (i.e., qualified for the free lunch program). In the second investigation, the current Texas state-mandated assessment in reading was examined to determine the extent to which test scores differed by the ethnicity/race (i.e., Asian, Black, Hispanic, and White) of English Language Learners. The purpose of the third investigation was to ascertain the degree to which reading scores were different between English Language Learner boys and girls. By examining three years of Texas statewide data in each article, the degree to which trends were present in the reading performance by the economic status, ethnicity/race, and gender of Grade 3 English Language Learners was determined. Method A casual comparative research design was used herein. Texas archival data on English Language Learners were analyzed for the 2012-2013 through the 2014-2015 school years. Inferential statistical procedures were calculated to determine whether differences in reading were present by economic disadvantage, ethnicity/race, and gender. Findings For each statistical analysis, as the poverty level of English Language Learners decreased, their reading performance was statistically significantly lower. Regarding ethnicity/race, Asian English Language Learners had statistically significantly higher reading performance than Hispanic, Black, and White English Language Learners in every analysis. Hispanic English Language Learners had the statistically poorest reading performance in most comparisons. White, Hispanic, and Black English Language Learners, had similar results throughout the comparisons. Concerning gender, English Language Learner girls outperformed English Language Learner boys in all statistical analyses. Results were congruent with existing literature regarding the relationship of economic status, ethnicity/race, and gender with reading performance.Item Ethnic/Racial Diversity of First-Time in College Undergraduate Student Enrollment at Texas Community Colleges: A Multiyear, Statewide Investigation(2017-06-26) Lebron, Juan Carlos; Slate, John R.Purpose The purpose of this journal-ready dissertation was to examine the degree to which changes had occurred in the ethnic/racial diversity of first-time in college students who were enrolled full-time in Texas community colleges. Specifically, the ethnic/racial diversity changes (i.e., Asian, White, Hispanic, and Black) of first-time in college full-time students who were enrolled in Texas community colleges in the 1999-2000 academic year through the 2014-2015 academic year were analyzed. The degree to which differences were present in the enrollment percentages of Asian, White, Hispanic and Black first-time in college full-time students who were enrolled in Texas community colleges between the 1999-2000 and the 2014-2015 academic years was examined. The extent to which changes had occurred in the ethnic/racial diversity of first-time in college students who were enrolled part-time in Texas community colleges was examined. The degree to which differences existed in the enrollment percentages of Asian, White, Hispanic, and Black first-time in college part-time students who were enrolled in Texas community colleges between the 1999-2000 and the 2014-2015 academic years was analyzed. An analysis of the trends present in the ethnic/racial diversity (i.e., Asian, White, Hispanic, and Black) of first-time in college full-time and part-time students who were enrolled in Texas community colleges during the 1999-2000 through the 2014-2015 academic years was included in these three investigations. Method A causal-comparative research design was used for this study. Archival data from the Texas Higher Education Coordinating Board Interactive Accountability System were downloaded and analyzed for the 1999-2000 through the 2014-2015 academic years. Findings Inferential statistical analyses revealed that over this time period, the percentage of Hispanic first-time in college full-time and part-time Texas community college students statistically significantly increased, whereas the percentage of White first-time in college full-time and part-time students statistically significantly decreased. No changes were noted with respect to either Black or Asian first-time in college full-time and part-time college students during this time period. Statistically significant increases were also present with respect to the percentage of Hispanic students (regardless of enrollment status) who were enrolled in Texas community colleges during this time period.Item High School Size and Differences in the Academic Achievement of English Language Learners: A Texas Statewide, Multiyear Investigation(2016-10-12) Rodriguez, Joseph L.; Slate, John R.; Martinez-Garcia, Cynthia; Moore, George W.Purpose The purpose of this journal-ready dissertation was to determine the relationship of high school size with the academic achievement (i.e., reading and mathematics) of English Language Learners enrolled in Texas high schools. In the first journal article, the relationship of high school size and student achievement as function of poverty for English Language Learners was determined. In the second study, the extent to which high school size was related to the academic achievement of English Language Learners by their ethnicity/race was ascertained. Finally, in the third empirical investigation, the relationship between high school size and the academic achievement of English Language Learner boys and girls was examined. Each of these empirical investigations had two years of statewide public school data analyzed. This 2-year analysis of data permitted a determination of the degree to which trends were present in the relationship of high school size with the academic achievement of English Language Learners as a function of their economic status, ethnicity/race, and gender. Method A causal-comparative research design (Johnson & Christensen, 2014) was used for this quantitative study. Previously obtained archival data from the Texas Education Agency Public Education Information Management System for the 2008-2009 and the 2009-2010 school years were utilized. The independent variable in this research study was student enrollment at the high school level in which the University Interscholastic League (2013) conference cutoff numbers for the State of Texas were used to determine school sizes. Findings Statistically significant results were present for a majority of the analyses, with English Language Learners who were enrolled in Large-size high schools having statistically significant better results than English Language Learners who were enrolled in Small-size high schools. The lowest performance in reading and mathematics was present for English Language Learners who were enrolled in Small-size schools. Effect sizes ranged from small to large. Results from this study were congruent with much of the empirical literature. Academic achievement was better for English Language Learners enrolled in Large-size high schools than for English Language Learners in Small-size high schools Implications for policy and recommendations for research were provided.Item Inequities in Juvenile Justice Alternative Education Program assignments by the economic status and ethnicity/race of Texas middle school boys and their effects on academic achievement: A multiyear, statewide investigation(2017-10-17) Eckford, Christopher Ardel; Slate, John R.The purpose of this proposed journal-ready dissertation was to determine the extent to which differences were present in Juvenile Justice Alternative Education Program placements by student demographic characteristics for Grade 6, 7, and 8 boys in Texas middle schools. In the first investigation, the degree to which Juvenile Justice Alternative Education Program placements differed by the economic status (i.e., Poor, Not Poor) of Grade 6, 7, and 8 boys was examined. In the second investigation, the degree to which Juvenile Justice Alternative Education Program placements differed by the ethnicity/race (i.e., White, Hispanic, and Black) of Grade 6, 7, and 8 boys was determined. Finally, in the third study, the extent to which Juvenile Justice Alternative Education Program placements were related to the reading and mathematics achievement of Grade 6, 7, and 8 boys was addressed. In the first two articles, four years of Texas statewide data was analyzed, whereas in the last article, only one school year of data were present. In this investigation, a causal-comparative research design was used. Through a Public Information Request, archival data were obtained from the Texas Education Agency for the 2012-2013, 2013-2014, 2014-2015, and 2015-2016 school years. Specific data requested from the Texas Education Agency were student demographic characteristics and Juvenile Justice Alternative Education Program placement. In all four school years, statistically significant differences were present for the majority of the analyses by student demographic characteristics. In the first two studies, statistically significant differences were present in the assignment to a Juvenile Justice Alternative Education Program placement by student economic status (i.e., Poor, Not Poor) and ethnicity/race (i.e., White, Black, and Hispanic). Boys who were poor and Black boys were assigned to a Juvenile Justice Alternative Education Program placement statistically significantly more often than their counterparts. In the third study, statistically significant differences were present in reading and mathematics performance as a function of Juvenile Justice Alternative Education Program receipt. Boys who received this consequence had statistically significantly lower test scores than their peers who did not receive this consequence. Results from these three studies were congruent with existing literature.