Differences in Dropout Rates by Ethnicity/Race of Middle School Students: A Multi-Year Analysis

Examined in this study were dropout rates for Black Hispanic and White middle schools students during the 2012-2013 and 2013-2014 school years Texas middle school dropout rates were downloaded from the Texas Academic Performance Reports for two school years Inferential statistical analyses were conducted separately for each ethnic racial group to determine whether changes had occurred in their dropout rates between the 2012-2013 and 2013-2014 school years Black and White students did not have a statistically significant difference in their dropout rates between those two school years Hispanic students however had a statistically significantly higher dropout rate in the 2013-2014 school year than in the 2012-2013 school year Implications of these results are discussed as well as recommendations for future researc

Discipline Assignment Inequities by the Gender and Ethnicity/Race of Grade 9 Students with a Learning Disability

The extent to which differences were present in the receipt of in-school suspension and out-of- school suspension assignments as a function of gender and ethnicity race for Texas Grade 9 students who had a Learning Disability in the 2008-2009 school year was addressed in this investigation An analysis of Texas statewide data revealed the presence of statistically significant differences in the receipt of both in-school suspension and out-of- school suspension to boys and girls Boys who had a Learning Disability received statistically significantly more instances of both discipline consequences than did girls with a Learning Disability With respect to ethnicity race Grade 9 Black students who had a Learning Disability were assigned in-school suspensions and out-of- school suspensions at statistically significantly higher rates i e 1 to 2 times more often than their Hispanic and White counterparts Clear disproportionalities were established in the assignment of both in-school suspensions and out-of- school suspensions by the gender and ethnicity race of Texas Grade 9 students who had a Learning Disabilit

Academic Achievement Differences by Grade Span Configuration for White, Black, and Hispanic Students: A Multiyear Statewide Analysis

Three years of Texas statewide data were analyzed to determine the degree to which two grade span configurations i e multi-grade and single double grade levels influenced the reading and mathematics performance of Grade 5 and 6 White Black and Hispanic students Data were obtained from the Texas Education Agency for all Grade 5 and 6 White Black and Hispanic students who were enrolled in either single double grade level Grades 4-5 5 only or Grades 5-6 or multi-grade level PreK-6 configurations for the 2012-2013 through the 2014-2015 school years In all cases reading and mathematics passing rates were statistically significantly higher in multi-grade level settings for Grade 5 and 6 White Black and Hispanic students than for their peers in single double grade level settings Implications for policy and practice are provide

Computer Use Differences as a Function of High or Low Minority Enrollment: A National Comparison

The purpose of this study was to determine the extent of technology usage in public schools having high minority student enrollment and in public schools having low minority student enrollment. Specifically, our interest was in determining the extent to which technology usage differed by region of the country for minority enrollment. Three statistical differences were reported for percent minority and region in computer use to read, write, and spell, to learn math, and for science concepts. Computer use to read, write, and spell had the highest frequency among schools having 50% or more minority student enrollment, but less than 75% minority students in the Northeast, whereas the West and the Midwest followed in computer use frequency. The lowest frequency of computer use was found among schools having 50% or more, but less than 75% minority students in the South. Computer use to learn math had the highest frequency among schools in the West whereas the Midwest and the Northeast followed in computer use frequency. The lowest frequency of computer use was found among schools having 50% or more, but less than 75% minority students in the South. Computer use for science concepts had the highest frequency among schools in the West and Midwest, regardless of percent minority population. The lowest frequency of computer use was found among schools having 75% or more minority students in the Northeast and in schools having 50% or more, but less than 75% minority students in the South. Implications of these findings are discussed

Ethnic/Racial Differences in Mathematics Performance of Texas Grade 3 Students: A Statewide, Multiyear Study

In this investigation, the extent to which differences were present in the mathematics achievement by the ethnicity/race of Grade 3 students in Texas were analyzed.  Data obtained from the Texas Education Agency Public Education Information Management System for all Texas Grade 3 students who took the State of Texas Assessment of Academic Readiness Mathematics exam were examined for the 2016-2017, 2017-2018, and 2018-2019 school years.  In all three years analyzed, statistically significant differences were revealed in overall mathematics achievement and in all four Mathematics Reporting categories.  Inferential statistical analyses revealed a clear stair-step effect. Asian students were the highest performing ethnic/racial group in all four Mathematics Reporting categories and all three performance level standards, followed by White, Hispanic, and Black students.  Suggestions for future research and implications for policy and practice were provided

Differences Between Schools of Choice and Traditional Comprehensive Schools in Their Grade 9 Academic Performance

This study was conducted to determine the differences between schools of choice and traditional comprehensive high schools in terms of their Grade 9 State of Texas Assessments of Academic Readiness (STAAR) End-of-Course (EOC) exams in Biology, English 1, and Algebra 1 during the 2017-2018 school year. Inferential statistical analyses revealed the presence of a statistically significant difference between the two types of schools on their EOC exam passing rates in all three content areas for students who were not at-risk and for students who were not in poverty. In contrast, statistically significant differences were not revealed between the two types of schools in terms of the EOC exam passing rates of their CATE and Non-CATE students. Knowing that students who have choice appear to perform better academically, policymakers are encouraged to study the feasibility of channeling more funding to help school districts expand their school choice programs to (a) motivate more students to find the school that fit their needs and their future college and career aspirations, and (b) to solicit more support from parents and community businesses to invest in their communities to improve schools through taxes.  Given that the data for this research were gathered for only 16 school districts in South Texas, researchers are encouraged to conduct a study that will involve all school districts in the whole state and possibly the whole nation to reach more conclusive evidence on the differences between schools of choice and neighborhood schools

Differences in College Readiness Rates in Two School Years for Students in Special Education

Examined in this study were the college readiness rates i e reading mathematics and both subjects of students who received special education services in the 2012-2013 and 2013-2014 school years Data from the 2012-2013 and 2013-2014 Texas Academic Progress Reports were obtained and analyzed Students who received special education services had a statistically significantly higher reading college readiness rate in the 2013-2014 school year than in the 2012-2013 school year Mathematics college readiness rates were statistically significantly lower in the 2013-2014 school year than the 2012-2013 school year The college readiness rates for both subjects approached statistical significance and college readiness rates were lower in the 2013-2014 school year Of importance were the very very low college readiness rates of students who were enrolled in special education Implications of these findings and recommendations for future research are discusse

Differences in Dropout Rates as a Function of High School Size for Students in Poverty: A Texas Multiyear, Statewide Study

Child poverty in the United States, with regard to student achievement, has grave challenges for the children who face poverty (Scott & Pressman, 2013). Not only is living in poverty associated with lower academic achievement, but student poverty is also associated with lower rates of school completion (Borg, Borg, & Stranahan, 2012; Cooper & Crosnoe, 2007; Kena et al., 2015). Consequentially, students who do not complete high school are more likely to (a) serve time in prison, (b) need government assistance, and/or ( c) die at an earlier age (Messacar & Oreopoulos, 2013). With the increasing number of children who are living in poverty, child poverty is an issue that needs to be at the forefront of the educational agenda (Tienken, 2012)

Differences in Student Participation and Performance in Advanced Coursework as a Function of Economic Status

Examined in this investigation was the relationship of student economic status with the completion of advanced coursework for Texas high school students in the 2013-2014 and 2014-2015 school years Also analyzed was the relationship of student economic status with scoring above the state-specified criterion on advanced coursework examinations for the same school years Using statewide data on all Texas high schools available from the Texas Academic Performance Reports inferential statistical procedures revealed the presence of statistically significant differences The percentage of students in poverty who completed advanced coursework in both school years was statistically significantly lower than all Texas students who completed advanced coursework Similarly fewer students in poverty scored above criterion on advanced coursework examinations Implications of the findings were provided along with suggestions for further researc