scholarly journals Predicting Reading Performance by Texas Student Demographics Characteristics: A Statewide Analysis

2021 ◽  
Vol 1 (3) ◽  
pp. 218-235
Author(s):  
Heather Hamilton ◽  
Frederick C. Lunenburg ◽  
John R. Slate ◽  
Wally Barnes
Keyword(s):  
Grade Level ◽  
English Language ◽  
Economic Status ◽  
Information Management System ◽  
Language Learner ◽  
Future Research ◽  
Policy And Practice ◽  
Texas Education Agency ◽  
Texas Education ◽  
Education Agency

Analyzed in this research study was the degree to which demographic characteristics (i.e., economic status, ethnicity/race, English Language Learner status) of Grade 3 students in Texas schools was related to their reading achievement as assessed by the State of Texas Assessment of Academic Readiness (STAAR) Reading test.  Archival data from the Texas Education Agency, Public Education Information Management System, were analyzed using a causal-comparative research design.  Specifically examined was each of the variables listed above for 2015-2016, 2016-2017, 2017-2018, and 2018-2019 school years separately for boys and girls, followed by comparing these variables across the four school years.  Statistically significant results were present in all four school years for boys and girls.  In three of the four years analyzed regarding boys' performance, being Poor, Black, or Hispanic was indicative of not meeting the Meets Grade Level standard.  In three of the four years investigated regarding girls' performance, being White or Asian was indicative of meeting the Meets Grade Level standard.  Implications for policy and practice, as well as recommendations for future research, are provided.

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

2020 ◽  
Vol 3 (1) ◽  
pp. 83-102
Author(s):  
LaTracy Harris ◽  
John R. Slate ◽  
George Moore ◽  
Frederick C Lunenburg
Keyword(s):  
Economic Status ◽  
Information Management System ◽  
Reading Performance ◽  
Future Research ◽  
Policy And Practice ◽  
Texas Education Agency ◽  
Step Effect ◽  
Texas Education ◽  
Education Agency ◽  
Reading Test Scores

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.

scholarly journals Differences in Reading by the Economic Status of Texas Grade 4 Boys and Girls in Special Education: A Multiyear Statewide Investigation

2021 ◽  
Vol 2 (1) ◽  
pp. 16-38
Author(s):  
Matthew M. Pariseau ◽  
John R Slate ◽  
Frederick C. Lunenburg
Keyword(s):  
Special Education ◽  
Economically Disadvantaged ◽  
Economic Status ◽  
Information Management System ◽  
Reading Performance ◽  
Research Literature ◽  
Future Research ◽  
Policy And Practice ◽  
Texas Education Agency ◽  
Education Agency

In this investigation, the degree to which the economic status (i.e., Not Economically Disadvantaged, Economically Disadvantaged) of Texas Grade 4 boys and girls in special education was related to their reading performance was addressed.  Archival data from the Texas Education Agency Public Education Information Management System were analyzed for 2014-2015, 2015-2016, 2016-2017, and 2017-2018 school years on the Texas state-mandated reading assessment for Grade 4 students.  Inferential statistical analyses, conducted separately for boys and girls in special education, revealed that boys and girls in poverty had statistically significantly lower reading test scores than boys and girls who were not in poverty.  Results in all four school years were consistent with the existing research literature in that poverty negatively affects reading performance. Implications for policy and practice were provided, as well as recommendations for future research.

scholarly journals The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

2019 ◽  
Vol 27 ◽  
pp. 2 ◽  
Author(s):  
David E. DeMatthews ◽  
David S. Knight
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
School Personnel ◽  
Future Research ◽  
Negative Consequences ◽  
Texas Education Agency ◽  
Texas Education ◽  
Education Agency ◽  
Education Act ◽  
The U.S

State accountability systems have been a primary school reform initiative in the U.S. for the past twenty years, but often produce unintended negative consequences. In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS) which included an accountability indicator focused on the percentage of students found eligible for special education under the Individuals with Disabilities Education Act (IDEA), the nation’s special education law. From 2004 through 2016, the percentage of students found eligible for special education in Texas declined significantly, while the national rate held constant. Eventually, the U.S. Department of Education (ED) investigated TEA and the statewide implementation of IDEA. The purpose of this study is two-fold: (a) to evaluate the potential impact of the the PBMAS indicator on manipulation of special education identification practices; and (b) to describe how the indicator may have influenced school and district personnel. We highlight several concerning trends in state and district data and, through an analysis of publicly available reports from the ED, show how district and school personnel knowingly and unknowingly acted in ways that delayed and denied special education to potentially eligible students. We conclude with recommendations for TEA and implications for future research and policy.

Gender Differences in the Reading Performance of Texas Grade 3 English Language Learners: A Multiyear, Statewide Investigation

2019 ◽  
Vol 2 (4) ◽  
pp. 141-155
Author(s):  
Gideon D Schleeter ◽  
John R Slate ◽  
George W Moore ◽  
Frederick C Lunenburg
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Reading Performance ◽  
Language Learner ◽  
Future Research ◽  
Policy And Practice ◽  
Grade 3 ◽  
Mandated Assessments

Analyzed in this investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed between English Language Learner boys and English Language Learner girls. Data were obtained on the reading performance of all Grade 3 English Language Learner boys and girls for three school years.  Inferential statistical analyses revealed that English Language Learner girls had statistically significantly better reading performance than English Language Learner boys in all three school years. Implications for policy and practice, as well as recommendations for future research, are provided.

scholarly journals Expanding the Use of Educational Data for Social Justice: Lessons From the Texas Cap on Special Education and Implications for Practitioner–Scholar Preparation

2018 ◽  
Vol 15 (2) ◽  
pp. 109-119
Author(s):  
David S. Knight ◽  
David E. DeMatthews
Keyword(s):  
Special Education ◽  
Policy And Practice ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Texas Education Agency ◽  
Use Of Data ◽  
Texas Education ◽  
Education Agency ◽  
Education Act ◽  
Education Report

Educational data offer a powerful tool for supporting equity. In this article, the authors call for a shift toward greater use of data in educator preparation programs. The authors motivate their proposal by highlighting findings from the Department of Education report released January 2018, which found that the Texas Education Agency systematically denied students special education services. The article outlines three basic metrics that stakeholders can use to identify potential noncompliance with the Individuals With Disabilities Education Act. The authors describe other ways data can be used to promote equity and close with recommendations for educator preparation policy and practice.

Stimulating Academic Optimism

2020 ◽  
pp. 178-203
Author(s):  
Anugamini Priya Srivastava ◽  
Uta M. Stelson
Keyword(s):  
Student Achievement ◽  
English Language ◽  
School Effectiveness ◽  
Economic Status ◽  
Academic Optimism ◽  
Future Research ◽  
Policy Makers ◽  
Future Studies ◽  
Online Databases ◽  
Developed Nations

This study attempts to provide the bibliography and future agenda of a school attribute: academic optimism. Academic optimism refers to a tool used in the hands of school teachers to attain student achievement which can help side-line their socio-economic status. In other words, it explains teachers' belief in self, colleagues, and students in order to manage change in student outcomes. The study evaluates the different taxonomies used within the concept of academic optimism through a comprehensive review of existing literature located in different databases. However, only English language full-text articles available in online databases between the periods of 2000-2019 were considered in this study. The result provided significant lines for future studies that can be conducted in this area by examining publications in 39 journals and 19 countries. Since the topic was considered as key school attribute to achieve student achievement and school effectiveness, this study provides the contextual gaps where future studies can be conducted. The result indicated that most of the research underlying the selected papers on the topic was conducted in developed nations rather than developing nations. The current analysis will contribute understanding in two ways: first it adds value to highlight the conceptual gap available in the literature; second, the gaps identified will pave the way for future research. Practically, this study provides ways for policy makers and other constituents involved in education to design their academic curriculum and motivate their faculty to remain academically optimistic.

Using Adolescent Perceptions of Misconduct to Help Educational Leaders Identify and Respond to Sexual Misconduct

2020 ◽  
pp. 0013161X2096371
Author(s):  
Frank Hernandez ◽  
Jonathan McPhetres ◽  
Jamie Hughes
Keyword(s):  
Secondary Students ◽  
Educational Leaders ◽  
Sexual Misconduct ◽  
City Center ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Texas Education Agency ◽  
Texas Education ◽  
Education Agency ◽  
Educator Sexual Misconduct

Purpose. In the current study, we present data describing adolescents’ perceptions and knowledge of educator sexual misconduct. Prior research has not investigated how adolescents understand these situations, and this information can help school leaders, educators, and researchers both understand how these situations begin and develop programs aimed at identifying cases of misconduct in order to reduce future occurrences. Research Design. The study took place in a Texas city designated as an “Other City Center” District Type by Texas Education Agency. The study’s 1,203 participants were secondary students from the district. Findings. Findings indicate that almost 2% of those surveyed openly admitted to currently being consensually sexually involved with a teacher. Those in a relationship were equally likely to be male or female, were older, and were engaged in risky online activities, including using the internet to connect with strangers, sending or receiving sexually suggestive pictures and videos, and searching for their teacher on social media. Implications. There are numerous implications for policy and preparation at various levels, from state and national legislation to school and school district policy to teacher- and principal-preparation programs.

Profiles of Emotional Disturbance Across the Five Characteristics of the Federal Definition

2021 ◽  
pp. 019874292110335
Author(s):  
Matthew C. Lambert ◽  
Antonis Katsiyannis ◽  
Michael H. Epstein ◽  
Douglas Cullinan ◽  
Erkko Sointu
Keyword(s):  
Emotional Disturbance ◽  
English Language ◽  
Latent Class ◽  
Language Learner ◽  
Future Research ◽  
Latent Classes ◽  
Social Maladjustment ◽  
Free Appropriate Public Education ◽  
Federal Definition ◽  
Program Differentiation

Ensuring the provision of a free appropriate public education (FAPE) to students qualified for services under the disability category of emotional disturbance (ED) has been both challenging and controversial. Examining this population in light of the five characteristics listed in the federal definition may provide useful insights to address needs and improve outcomes. The purpose of this study was to use latent class analysis to examine profiles across the five characteristics of the federal definition of ED for a sample of 491 students school-identified with ED. Key findings include that (a) students with ED comprise a heterogeneous group with distinct and qualitatively different subgroups; (b) latent classes representing the severe problems and the externalizing problems typologies tended to consist of younger students; (c) greater proportions of Black, Hispanic, and English-language learner students were found in the severe and externalizing latent classes; and (d) students in the externalizing and severe latent classes spent more time in special education classrooms and had worse ratings on social maladjustment. The findings highlight important implications for practice in regard to assessment, program differentiation, and preservice teacher training. Research limitations and directions for future research are also discussed.

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