Vol 3 No 1 (2020): Volume 3 Issue 1 Year 2020

Differences in the Reading Performance of Texas Grade 4 Students as a Function of Their Economic Status: A Multiyear, Statewide Analysis

LaTracy Harris
Department of Educational Leadership, Sam Houston State University, Huntsville, TX 77340, United States
John R. Slate
Department of Educational Leadership, Sam Houston State University, Huntsville, TX 77340, United States
George Moore
Department of Educational Leadership, Sam Houston State University, Huntsville, TX 77340, United States
Frederick C Lunenburg
Department of Educational Leadership, Sam Houston State University, Huntsville, TX 77340, United States
Published February 16, 2020
  • Not Poor,
  • Moderately Poor,
  • Very Poor,
  • STAAR Reading test,
  • Texas,
  • Grade 4,
  • Level II Final Satisfactory Standard and Literacy
  • ...More
How to Cite
Harris, L., Slate, J. R., Moore, G., & Lunenburg, F. C. (2020). Differences in the Reading Performance of Texas Grade 4 Students as a Function of Their Economic Status: A Multiyear, Statewide Analysis. Asian Journal of Interdisciplinary Research, 3(1), 83-102. https://doi.org/10.34256/ajir2016

Plum Analytics


In this study, the degree to which differences were present in the reading performance of Grade 4 Texas students as a function of their economic status (i.e., Not Poor, Moderately Poor, and Very Poor) was analyzed.  Data obtained from the Texas Education Agency Public Education Information Management System for all Grade 4 students in Texas who took the State of Texas Assessment of Academic Readiness Reading exam, were analyzed for the 2012-2013, 2013-2014, and 2014-2015 school years. In all three years examined, statistically significant differences were established in not only overall reading performance, but also in all three Reading Reporting categories. A clear stair-step effect was present. The higher the degree of poverty, the lower student STAAR Reading test scores were. Finally, the higher the degree of poverty, the lower the percentages of students who met the passing standard on the STAAR Reading exam. Future research and implications for policy and practice are suggested.


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