Differences in Graduation and Persistence Rates at Texas Community Colleges as a Function of Developmental Education Enrollment

Examined in this study were differences in graduation and persistence rates at Texas community colleges as a function of developmental education enrollment Developmental Education Accountability Measures Data were downloaded from the Texas Higher Education Coordinating Board from Texas community colleges for the 2014 and 2015 academic years Revealed by inferential statistical procedures were that students who required developmental education had statistically significantly lower graduation and persistence rates than students who did not require developmental education in both the 2014 and 2015 academic years Implications of the findings are discussed and suggestions for future research are give

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

Gender and Ethnic/Racial Differences in Community College Student Enrollmentin Honors Courses: A National Study

Examined in this study was the gender and ethnic racial composition of students who had participated in community college honors courses Data were gathered from the Community College Survey of Student Engagement a 38 question instrument in which information was obtained about student perceptions of the academic and nonacademic community college environment The data that were examined consisted of survey responses from over 108 000 students a 25 random sample of the 2014 cohort dataset Within the group of students who participated in honors courses 6 609 students indicated their gender and 5 507 students indicated being in an ethnic racial group Inferential statistical procedures revealed the presence of similar percentages of male and female students had enrolled in honors courses Statistically significant differences were present however in student enrollment by ethnicity race The percentage of Hispanic students participating in honors was less than expected whereas the percentage of Black students participating was higher than expected Smaller class sizes and opportunities for greater engagement with faculty may benefit both Hispanic and Black students two student groups that have had less success in community colleges Implications and suggestions for further research were discusse

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

Differences in Academic Performance by Grade Span Configuration for Students in Poverty

In this investigation the degree to which passing rates on the STAAR Reading and Mathematics assessments of Grade 5 and 6 students in poverty in the state of Texas differed as a function of grade span configuration was examined Data were obtained from the Texas Education Agency for all Grade 5 and 6 students in poverty who were enrolled in single double grade level i e Grades 4-5 5 only or Grades 5-6 or in multi-grade level i e PreK-6 grade span configurations for the 2012-2013 through the 2014-2015 school years Inferential analyses revealed the presence of statistically significant differences in reading and mathematics passing rates between the two grade span configurations Grade 5 and Grade 6 students in poverty had statistically significantly higher reading and mathematics passing rates in multi-grade level schools than in single double grade level schools Implications for policy and practice are provide

Differences in Grade 3 Reading by the Economic Status of Students of Color: Much Cause for Concern

The purpose of this study was to determine the degree to which the economic status (i.e., Economically Disadvantaged, Not Economically Disadvantaged) of Grade 3 Hispanic students and Black students was related to their reading achievement.  Texas statewide data on the state-mandated reading assessment for the 2015-2016 school year were analyzed.  Inferential statistical procedures, used on statewide archival data, revealed statistically significant differences as a function of poverty for Hispanic and Black students.  Statistically significantly lower percentages of students of color who were economically disadvantaged met the three Phase-in standards on the state-mandated reading assessment than their counterparts who were not economically disadvantaged.  Given the importance of strong reading skills at Grade 3, our results are cause for concern.  Implications of these findings and recommendations for future research are discussed

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